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1. Your community is at risk for a specific type of natural disaster (e.g., tornado, flood, hurricane, earthquake). Use Nightingale’s principles and observations to develop an emergency plan for one of these events. Outline the items you would include in the plan.

2. Using Nightingale’s concepts of ventilation, light, noise, and cleanliness, analyze the setting in which you are practicing nursing as an employee or student.

3. You are participating in a quality improvement project in your work setting. Share how you would develop ideas to present to the group based on a Nightingale approach

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Activity 6

Emergency Response Planning

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Emergency response planning is the organization, coordination, and direction of available resources to respond to an event or bring and emergency under control.

Select one of the scenarios below and complete the activity.

Earthquake Emergency Response

The healthcare team has just been notified that there was an earthquake in the Sentinel Mountains that has destroyed buildings in Industrial Heights and Casper Park residential area of Sentinel City®.

  • Visit the Industrial Heights and Casper Park residential areas of Sentinel City® and consider the impact zone of an earthquake.  Observe the services, routes and populations that may be involved with the city as a result of the earthquake.
  • Create a report that describes the potential public health effects, infrastructure damage and environmental hazards related to the earthquake.  Describe the members and roles of the emergency management team and organizations (public and private) that would be activated in Sentinel City®.
  • Who are the members of the emergency response team that will be deployed? What private and public resources will assist with the response in the short and long term?
  • What are the risks and benefits of the quick public responses that will be shared on social media?

Tornado Emergency Response

The healthcare team has just been notified that there was a tornado that ripped through Casper Park and Acer Tech Center in Sentinel City®.

  • Visit the Casper Park and Acer Tech Center areas of Sentinel City® and consider the impact zone of the tornado.  Observe the services, routes and populations that may be involved with the city as a result of the tornado.
  • Create a report that describes the potential public health effects, infrastructure damage and environmental hazards related to the tornado.  Describe the members and roles of the emergency management team and organizations (public and private) that would be activated in Sentinel City®.
  • Who are the members of the emergency response team that will be deployed? What private and public resources will assist with the response in the short and long term?
  • What are the risks and benefits of the quick public responses that will be shared on social media?

Civic Disturbance Emergency Response

The healthcare team has just been notified that there is a civic disturbance at City Hall with injuries in Sentinel City®.

  • Visit the area City Hall.  Observe the services, routes and populations that may be involved with the city as a result of the civic disturbance.
  • Create a report that describes the potential public health effects and environmental hazards related to the civic disturbance.  Describe the members and roles of the emergency management team and organizations (public and private) that would be activated in Sentinel City®.
  • Who are the members of the emergency response team that will be deployed? What private and public resources will assist with the response in the short and long term?
  • What are the risks and benefits of the quick public responses that will be shared on social media?

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Scenario – David, an 79-year-old elderly war hero with no living relatives, drove himself at night to a local hospital when he experienced shortness of breath and a headache. When he entered the emergency room (ER), he was placed in a wheelchair and briefly seen by an ER doctor. He was told that he could not be admitted since he was a veteran and had to go to a VA hospital, which was 90 miles away, for treatment. David was wheeled into the hallway to wait for transportation to a VA hospital. The night shift was busy. After sitting in the hall for 5 hours, David complained that he needed to lie down. The ER staff, who had been trying to move him to a VA hospital with no luck, finally transferred him by ambulance to a local nursing home in the wheelchair. David had a massive stroke shortly after being admitted to the nursing home and died six weeks later.

Instructions:

  1. Read the scenario above and then, answer the following questions:
    1. Does there appear to be negligence in this case?
    2. In your opinion, who might have acted on behalf of David?
    3. In your opinion, would contributory negligence be a defense if there is a malpractice lawsuit relating to David’s death?
  2. Your paper should be:
    • One (1) page
    • Typed according to APA style for margins, formatting and spacing standards
    • Typed into a Microsoft Word document, save the file, and then upload the file

 

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Scenario – Jessica, a registered nurse (RN), and her husband are finally leaving on their vacation trip. They pull up at a red light as it is about to change to green. They watch in horror as a large truck, moving fast down a hill, in unable to stop before crashing into a van carrying a mother and her child. The van is thrown into the air and lands in a small park. Jessica runs over to offer aid. She finds a semi-conscious woman in the driver’s seat and an unconscious 4-year-old little boy in the back seat strapped into his car seat. The mother asks Jessica if Christopher is all right before she slips into unconsciousness. Christopher is unconscious and not breathing with his head down and touching his chest. He has a gash bleeding on the side of his head caused by his tricycle flying over the back seat during the crash. A truck driver, who also stopped to give help, yells in the window at Jessica, “Don’t move him!” Jessica knows that she has to get Christopher’s breathing started. Even though the truck driver is still yelling at her not to move the boy, she gently lifts his head off his chest. Christopher, still unconscious, starts breathing immediately. Jessica stops the bleeding on his head by applying pressure using a clean handkerchief from her husband. Emergency help arrives ten minutes later.

Instructions:

  1. Read the scenario above and then, answer the following questions:
    1. In your opinion, even though Jessica knew that, in most cases, an injured victim should not be moved, did she do the right thing by moving Christopher’s chin up so he could breathe?
    2. Was Jessica covered by the Good Samaritan law or was she held to a higher standard since she had a nursing license?
    3. Would Jessica have been covered by the Good Samaritan law if Christopher had not started breathing when she moved his head and he had suffered further injury from the movement?
    4. Was Jessica, an RN, legally required to stop and provide aid? Was she ethically obligated to stop and provide aid?
    5. In your opinion, is it always a good idea to stop and give assistance at an accident site before medical help arrives?
  2. Your assignment should be:
    • One (1) page
    • Typed according to APA style for margins, formatting and spacing standards
    • Typed into a Microsoft Word document, save the file, and then upload the file

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Question 1

Consider the following hypothetical situation: The demand for nursing services is increasing, but the availability of registered nurses will not meet the demand. The student nurses association chapter has formed a recruitment committee to address this issue and answer the following the questions: Why are students not considering nursing as a career? Why are students considering nursing as a career? How many registered nurses will be needed in the future? Why do many nursing programs have waiting lists to enter the program? Plan a collective action project that can be implemented by the student nurses association to increase interest in the nursing profession.

 

Question 2

What are factors that influence an individual’s personal health behaviors? Make a list of your health behaviors, including those that promote health and those that diminish health. Analyze why you continue both the healthy and the nonhealthy behaviors. Identify population-based initiatives that could influence you to make more health-generated choices.

 

Question 3

Explain why theory development is important to the profession of nursing.

 

Question 4

Why is nursing called an applied science? Explain why you agree or disagree with this description.

 

Question 5

List and discuss each step of the research process.

 

Question 6

Describe economic issues that will affect nurses of the future. How can you begin now to prepare yourself to deal with these issues?

 

Question 7

As the number of elderly Americans rises, the rate of chronic illness also rises. What challenges does this present for nurses of the future?

 

Question 8

Look through your local Yellow Pages under “Social Services” and “Organizations.” What types of social support do you find that might be useful to patients? Compare these with the online choices. Which type of support – face-to-face or online – is more appealing to you? Why?

 

Question 9

Consider the following hypothetical situation: You read in a local newspaper that students at your university have a high rate of drug and alcohol use. The following week, a story appears about a senior university student who died following a car crash. The student was driving under the influence of alcohol. How can nursing students address the need for education about drug and alcohol use? What collective action can you initiate to address this or another issue of importance at your college or university community?

 

Question 10

Explain why nonverbal communication may be more revealing than verbal communication.

 

Question 11

Which of the theoretical works seem the most useful to help you organize your thoughts for critical thinking and decision making in nursing practice?

 

Question 12

Name and describe the two types of reasoning used in the scientific method. Explain why neither alone is adequate to advance knowledge.

 

Question 13

Would it be easy or hard to allow yourself to be bathed and have other intimate needs met by nurses of the same gender? Of the opposite gender? Of your cultural group? Of a different cultural group? Identify the reasons for your comfort or discomfort.

 

Question 14

If possible, identify your own cultural group’s response to illness. What are your family’s characteristic responses to illness of a member?

 

Question 15

Should there be rationing of extremely expensive procedures, such as heart transplants, even if the patient is able to pay? Give a rationale for your answer.

 

Question 16

Name two of your health-related values. How did these become your values? Describe how you expect these values to influence your nursing practice.

 

Question 17

Explain what is meant by the term “therapeutic use of self.”

 

Question 18

Consider the following hypothetical situation: Students at your school must struggle to pay tuition. Many students work part-time while attending school full-time. They have taken out student loans and have applied for scholarships to help pay for tuition, books, and other school-related expenses. A faculty member announces in class that the Nurse Reinvestment Act is going before Congress for funding authorization. What collective action can the student nurses association take to ask Congress to increase funding for undergraduate nursing education and for student loan repayment programs?

 

Question 19

If you or someone close to you has been hospitalized, how did the nurses and family members encourage or discourage dependent behaviors? Independent behaviors?

 

Question 20

In your view, is access to health care a basic right? Who should pay for it? Be prepared to defend your opinions.

 

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Directions: 

The American Academy of Dermatology (2021) states that skin cancer is the most common cancer in the United States. One in five Americans will develop skin cancer in their lifetime. Protecting our skin from harmful ultraviolet rays is imperative. However, the human body does benefit from a mild to moderate amount of UV radiation.

Initial post: What is the best way to protect your skin from sun-related damage? What are the advantages and disadvantages to sunscreens containing common active ingredients such as oxybenzone, octocrylene, and homosalate? Are there benefits to using mineral sunscreens, such as zinc oxide or titanium dioxide? How effective are natural sunscreens, such as coconut oil or shea butter? If a sunscreen product is not regulated by the FDA, how can you determine if the product’s claims are true?

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Scenario N.H., an 89-year-old widow, recently experienced a left-sided cerebrovascular accident (CVA). She has right-sided weakness and expressive aphasia with minimal swallowing difficulty. N.H. has a medical history of a minor left-sided CVA 2{1/2} years ago, chronic atrial flutter, and hypertension. She has lived with her daughter’s family in a rural town since her previous stroke. Since admission to an acute care facility 5 days ago, N.H. has gained some strength, has become oriented to person and place, and is anxious to begin her rehabilitation program. She is transferred for rehabilitation to your skilled nursing facility with the orders shown in the chart. Chart View Admission Orders

Hydrochlorothiazide 25 mg/day PO

Digoxin 0.125 mg/day PO

Warfarin (Coumadin) 5 mg/day PO

Acetaminophen 325 mg q6h PO prn for pain

Zolpidem (Ambien) 5 mg PO at bedtime prn for sleep

Diet: Mechanical soft, low sodium with ground meat

Foley catheter to gravity drainage, and then begin bladder training

Referrals for speech therapy, occupational therapy, and physical therapy to evaluate and treat swallowing, communication, and functional abilities

CASE STUDY PROGRESSA week later, at the interdisciplinary care conference, you report that bladder training is progressing and recommend removing the catheter if N.H.’s mobility and communication abilities have progressed sufficiently. The group and N.H. agree that she is ready for the Foley catheter to be removed

CASE STUDY PROGRESS Two days after the Foley catheter is removed, you observe that N.H.’s urine is cloudy and concentrated and has a strong odor, even though the volumes voided have been adequate

CASE STUDY PROGRESSN.H. is started on sulfamethoxazole 800 mg/trimethoprim 160 mg (Bactrim DS) 1 tab PO bid × 10 days for a urinary tract infection (UTI). However, 2 days later, N.H. is in the bathroom and she is very upset. She has just voided; there is blood on the toilet, and the water is bright red with blood. You help the UAP clean N.H. and help her into bed

4. Describe your assessment steps.5. Identify at least 2 potential causes for N.H.’s hematuria.6. Using SBAR, what information would you provide to the physician when you call?

CASE STUDY PROGRESSN.H.’s physician changes her antibiotic to oral ciprofloxacin (Cipro) and holds the warfarin for 2 days. Two days later, N.H.’s UTI is responding to antibiotics and she has had no further bleeding in the urine. You want to prepare her and her daughter for eventual discharge.7. You have provided teaching about preventing a recurrent UTI to N.H. and her daughter. You use the Teach-Back technique to confirm understanding. Which statement by N.H.’s daughter indicates an adequate understanding of the information provided?

CASE STUDY OUTCOMEN.H.’s right-sided weakness and expressive aphasia do not resolve. Her daughter takes N.H. home and, with the help of her sister, nieces, and a home health aide, they have adjusted well to living together

SBAR 69

 

N.H

 

Scenario

 

N.H., an 89

year

old widow, recently experienced a left

sided cerebrovascular accident

(CVA). She has right

sided weakness and expressive aphasia with minimal swallowing

difficulty. N.H. has a medical history of a

 

minor left

sided CVA 2{1/2} years ago, chronic atrial

flutter, and hypertension. She has lived with her daughter’s family in a rural town since her

previous stroke. Since admission to an acute care facility 5 days ago, N.H. has gained some

strength, has b

ecome oriented to person and place, and is anxious to begin her rehabilitation

program. She is transferred for rehabilitation to your skilled nursing facility with the orders

shown in the chart.

 

Chart View

 

Admission Orders

 

Hydrochlorothiazide 25 mg/day PO

 

Digoxin 0.125 mg/day PO

 

Warfarin (Coumadin) 5 mg/day PO

 

Acetaminophen 325 mg q6h PO prn for pain

 

Zolpidem (Ambien) 5 mg PO at bedtime prn for sleep

 

Diet: Mechanical soft, low sodium with ground meat

 

Foley catheter to gravit

y drainage, and then begin bladder training

 

Referrals for speech therapy, occupational therapy, and physical therapy to evaluate and treat

swallowing, communication, and functional

abilities

 

CASE STUDY PROGRESSA week later, at the interdisciplinary care conf

erence, you report that

bladder training is progressing and recommend removing the catheter if N.H.’s mobility and

communication abilities have progressed sufficiently. The group and N.H. agree that she is ready

for the Foley catheter to be removed

 

CASE STU

DY PROGRESS

 

Two days after the Foley catheter is removed, you observe that

N.H.’s urine is cloudy and concentrated and has a strong odor, even though the volumes voided

have been adequate

 

CASE STUDY PROGRESSN.H. is started on sulfamethoxazole 800 mg/trimetho

prim 160 mg

(Bactrim DS) 1 tab PO bid × 10 days for a urinary tract infection (UTI). However, 2 days later,

SBAR 69 N.H

Scenario N.H., an 89-year-old widow, recently experienced a left-sided cerebrovascular accident

(CVA). She has right-sided weakness and expressive aphasia with minimal swallowing

difficulty. N.H. has a medical history of a minor left-sided CVA 2{1/2} years ago, chronic atrial

flutter, and hypertension. She has lived with her daughter’s family in a rural town since her

previous stroke. Since admission to an acute care facility 5 days ago, N.H. has gained some

strength, has become oriented to person and place, and is anxious to begin her rehabilitation

program. She is transferred for rehabilitation to your skilled nursing facility with the orders

shown in the chart. Chart View Admission Orders

Hydrochlorothiazide 25 mg/day PO

Digoxin 0.125 mg/day PO

Warfarin (Coumadin) 5 mg/day PO

Acetaminophen 325 mg q6h PO prn for pain

Zolpidem (Ambien) 5 mg PO at bedtime prn for sleep

Diet: Mechanical soft, low sodium with ground meat

Foley catheter to gravity drainage, and then begin bladder training

Referrals for speech therapy, occupational therapy, and physical therapy to evaluate and treat

swallowing, communication, and functional abilities

CASE STUDY PROGRESSA week later, at the interdisciplinary care conference, you report that

bladder training is progressing and recommend removing the catheter if N.H.’s mobility and

communication abilities have progressed sufficiently. The group and N.H. agree that she is ready

for the Foley catheter to be removed

CASE STUDY PROGRESS Two days after the Foley catheter is removed, you observe that

N.H.’s urine is cloudy and concentrated and has a strong odor, even though the volumes voided

have been adequate

CASE STUDY PROGRESSN.H. is started on sulfamethoxazole 800 mg/trimethoprim 160 mg

(Bactrim DS) 1 tab PO bid × 10 days for a urinary tract infection (UTI). However, 2 days later,

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Assignment Title

Title page per APA format

 

 

 

  • This assignment template serves as a paper template to develop the week 5 case study and may not be all inclusive. You must also refer to the assignment rubric for specific requirements for this assignment. Your paper is graded to the rubric requirements. *

 

Title matches title on title page

The introductory paragraph is written here. Remember to remove all instructions from your paper. These are in red ink.

Assessment

Primary Diagnosis  diagnosis (ICD10 code)

pathophysiology A brief pathophysiology statement which is no longer that two sentences, paraphrased and includes common signs and symptoms of the diagnosis. Includes citation to an approved source (author, year). Review the Reference Guidelines for FNP Case Study document. This applies to all sections of this paper. 

pertinent positive findings includes citation to an approved source (author, year). Review the Reference Guidelines for FNP Case Study documents. This applies to all sections of this paper.

pertinent negative findings includes citation to an approved source (author, year). Review the Reference Guidelines for FNP Case Study documents. This applies to all sections of this paper.

rationale for the diagnosis includes a brief 1-2 sentence statement, which links the subjective and objective case study findings including provided lab data and interpretation of the labs. Include a statement linking those lab results to your ADA guideline reference.  Includes citation to the ADA guideline used to determine this diagnosis.

Secondary Diagnosis  diagnosis (ICD10 code)

            *You can have more than one secondary diagnosis. A minimum is required. Secondary diagnoses are additional diagnoses you have identified from the exam, lab findings today or the PMH*

Pathophysiology  A brief pathophysiology statement which is no longer that two sentences, paraphrased and includes common signs and symptoms of the diagnosis (author, year).

pertinent positive findings (author, year).

 pertinent negative findings (author, year).

rationale for the diagnosis-includes a brief 1-2 sentence statement, which links the subjective and objective findings including any provided lab data and interpretation of the diagnostic testing. The rationale includes a citation to a scholarly reference (author, year)

Differential Diagnosis  diagnosis (ICD10 code)

            *You can have more than one differential diagnosis. A minimum of one is required.  Differential diagnoses are additional diagnoses you are considering but require further testing to confirm or rule out based on the appropriate guidelines for the diagnosis. *Additional testing must be listed within the diagnostics section.* 

pathophysiology- A brief pathophysiology statement which is no longer that two sentences, paraphrased and includes common signs and symptoms of the diagnosis (author, year).

rationale for the diagnosis includes a brief 1-2 sentence statement explaining why you are considering this differential diagnosis. The statement includes the pertinent subjective and objective findings and any diagnostic data, which supports further evaluation. Includes citation (author, year).

 

Plan

Diagnostics

Lab test (each lab/diagnostic test is listed individually with rationale to follow). Include the timeframe of when the lab is to be drawn. *This is labs or tests you will order in the future, not an explanation of the labs that have already been completed.*

rationale: each rationale contains the EBP statement supporting the necessity of the test and includes the name of the diagnosis which is listed in the assessment section.* If this diagnosis is not listed in the assessment section then it must be added to order the diagnostic testing*. Includes a citation to an approved reference from the Reference Guidelines for FNP Case Study document which supports not only the test but the timing of the lab draw.

Medications        *each medication is listed individually with rationale, including the required OTC*

Medication- written in prescription format (see NR 601 Resources)

Rationale. The rationale for each medication includes the diagnosis which is listed in the assessment section and contains the EBP statement supporting the necessity of the medication. If this diagnosis is not listed in the assessment section then it must be added to include any medication. Includes a citation to an approved reference from the Reference Guidelines for FNP Case Study document.

 

Education section includes personalized detailed education on all five (5) subcategories: diagnosis, each medication purpose and side effects, diet, personalized appropriate exercise recommendations and warning sign for diagnosis and medications if applicable. You do not need an introduction paragraph. All education steps are linked to a listed diagnosis, paraphrased, and include a paraphrased EBP rationale. If this diagnosis is not listed in the assessment section then it must be added to include the education content here. Each education section includes a citation to an approved reference from the Reference Guidelines for FNP Case Study document

Diagnoses.

             Includes personalized detailed education for each diagnosis listed in the assessment section. This includes specific information for this particular client. Education includes a citation to an appropriate reference. No listed education is common knowledge, all statements must include an in text citation to an appropriate reference.

Medications.

includes personalized detailed education for each medication listed in the medication section. Each medication is listed and then explained. No listed education is common knowledge, all statements must include an in text citation to an appropriate reference.

Diet.

             includes personalized detailed education for dietary recommendations as determined by the listed diagnoses in the assessment section. This includes specific dietary information. A referral to cover this requirement is not sufficient. If weight loss is recommended then specific weight loss targets must be included. No listed education is common knowledge, all statements must include an in text citation to an appropriate reference.

Exercise.

            includes personalized detailed education for exercise recommendations as determined by the listed diagnoses in the assessment section.. List specific exercises that are appropriate for this patient. No listed education is common knowledge, all statements must include an in text citation to an appropriate reference.

Warning Signs for diagnoses and mediations

            includes personalized detailed education as determined by the listed diagnoses and medications. No listed education is common knowledge, all statements must include an in text citation to an appropriate reference..

 

Referral

Specialty practice or service   (each referral is listed individually with rationale to follow)

rationale: each rationale contains the EBP statement supporting the necessity of the referral and includes the name of the diagnosis which is listed in the assessment section. Includes a citation to an approved reference from the Reference Guidelines for FNP Case Study document. Any referrals for the listed primary diagnosis must be cited from the chosen ADA guideline.

 

Follow up

            Follow up includes a specific time frame ( 1week, 1 month) , not a time range, to return to PCP office for next scheduled appointment. Includes EBP rationale with in text citation. Refer to the rubric for full section requirements.

Medication Cost

See rubric for section requirements.

 

Conclusion

 A summary paragraph

 

 

Clinical Chart SOAP note

See rubric instructions for this section. This clinical SOAP note summarizes this case study patient encounter. All included information must be consistent with provided case study information and your assessment and plan listed above. No additional information should be added here.

References

Are listed on a separate page and formatted per APA guidelines.

 

 

 

 

 

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Requirements: 

This assignment should be an entire document in either word or PDF format with a title page noting the assignment name, student name, course, etc. The assignment should also include a table of contents denoting what of the below documents are on which pages. APA format and writing at the graduate-level is expected.

Using work that you have completed during the MSN program here at Chamberlain University, gather your prior submissions and identify a minimum of 10 exemplars of your graduate work.

Use the worksheet below as a guide to copy your exemplar and to identify with Chamberlain Program Outcome, MSN Essential, and NONPF Competency that each exemplar meets.

You must include at least 10 exemplars, and as a group, each Chamberlain Program Outcome, MSN Essential, and NONPF Competency has to be addressed at least once.

If you do not have an exemplar that meets these criteria, you can write an exemplar in the area that is not represented by your prior work.

Identify at least 2 concepts from each exemplar and how they connect to the Chamberlain Program Outcome, MSN Essential, and NONPF Competency that you have identified.

Reflect on how you have met the outcome, essential, and/or competency for each exemplar and how it has transformed you as a prospective masters-prepared advanced practice nurse.

Combine the 2 concepts from each exemplar and create a concept map on how these concepts interconnect and interrelate to each other in the framework of the NONPF Competencies.

All items are to be written as a formal APA paper. Do not use the worksheet table mentioned in #2 above in the body of your assignment. The purpose of the worksheet is to help you gather resources.

Exemplars are defined as a prior assignment you completed in the FNP program that you feel is a good reflection of the work you have accomplished while a graduate student. Typically, it’s an assignment that you may have enjoyed completing, learned something new from, or did well academically. Think of it as your “best work.” An exemplar should be considered for the portfolio if it:

Taught you something

Provided new understandings and/or changed your practice

Made you clearly see a difference being made

Made you notice something new

Opened up new ways of solving problems or new lines of inquiry

Changed the way you think about a clinical issue or problem

Was particularly demanding or memorable

Examples: a paper, SOAP note, notable discussion thread, etc.

 

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Points

This assignment is worth 175 points.

Directions

  1. Read over each of the following directions.
  2. You must read the Assignment Practice Scenario below before completing the PPE Worksheet.
  3. Download and use the required PPE Worksheet (Links to an external site.).
  4. Review the information provided in our library of how to search for journal articles here (Links to an external site.).
  5. Review the information provided in our library of how to locate and copy a journal permalink (Links to an external site.).
  6. You are required to complete the worksheet using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.). Click on the envelope at the top of the page.
  7. Complete each section of the Problem/PICOT/Evidence (PPE) Worksheet. For the Clinical PICOT Question, use the NR439_Guide for writing PICOT Questions and Examples.N439_Guide for writing PICOT Questions and Examples (Links to an external site.) Use one of the templates/guides to write your Clinical PICOT Question using all of the PICOT elements. Be sure to include the PICOT letters in your question.
  8. Be sure to use the PPE grading rubric to make certain you are meeting all grading criteria of the PPE Worksheet.
  9. Use correct grammar, spelling, punctuation, and in-text APA formatting.
  10. Submit the completed PPE Worksheet on the Week 3 Assignment page.
  11. Students, A short tutorial with tips for completing the Week 3 Problem/PICOT/Evidence Search (PPE) worksheet assignment may be viewed here.