Discussion: Nursing Roles  Graphic Organizer

Discussion: Nursing Roles  Graphic Organizer

The two different advanced registered nurse roles that I am going to compare is a nurse midwife and a nurse educator. Although all nurses need to abide by similar ethics there are additional guidelines to consider for these very different roles.  Nurse educators have many responsibilities but one of the most important things that they must do is promote and encourage students to exercise around clinical judgement, practice using ethical standards, and support and respect their colleagues (National League for Nursing, 2012). Nursing educators need to treat all students fairly and stray away from racism. On the other hand, nurse midwives have a whole new world of ethical guidelines that need implemented. Midwives provide care to women at some of the most vulnerable times of their lives. They are responsible to keep women healthy as well as making sure their babies arrive healthy.

What a huge responsibility that has a lot of moving parts. One unique ethical guideline to midwives is that they must develop a partnership with the woman that they work with and shares relevant information to help women make informed decisions, consent to an evolving plan of care, and acceptance of responsibility for the outcome of their choices (American College of Nurse-Midwives, n.d.). Respect for autonomy is basic to midwifery care and is foundational to a partnership that fosters open communication between a midwife and a woman (American College of Nurse-Midwives, n.d.). But all nurses whether that be an advanced registered nurse, or not should all have the goal to respect basic human right and dignity of all people, this is an important principal when caring for people.

References

American College of Nurse-Midwives. (n.d.). Code of ethics with explanatory statements. https://www.midwife.org/acnm/files/ACNMLibraryData/UPLOADFILENAME/000000000293/Code-of-Ethics-w-Explanatory-Statements-June-2015.pdf

National League for Nursing. (2012, January). Ethical principles for nursing education national league for nursing. https://www.nln.org/docs/default-source/uploadedfiles/default-document-library/ethical-principles-for-nursing-education-final-final-010312.pdf?sfvrsn=4b49d00d_0

Discussion: Nursing Roles  Graphic Organizer

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	Clinical Nurse Specialist	Nurse Practitioner	Observations (Similarities/Differences)
Ethics	Clinical nurse specialist are required to observe ethical principles when dealing with patients. Indeed, they are required to act as advocates of patients and protect them even as they offer their services (DeNisco & Baker, 2016).	The ethical perspective of nurse practitioners is one that can be described as unique due to the expanded practice of these professionals. They act in many ways that are indicative of tough decisions. Thus, their ethical decision-making balances the principles of legalities and morals in analysis and in most cases need moral courage. Thus, while making decisions, nurse practitioners strive to preserve moral courage and prevent moral distress normally correlated with controversial situations.	The ethical comparison of the two areas reveal certain similarities and differences. Both nurses are faced with untenable situations when presented with an ethical decision. However, whereas nurse practitioners strive to reduce moral distress, clinical nurse specialists are expected to protect the patient in those decisions.
Education	The educational requirement for nurse specialists is a minimum of MSN.	Concerning nurse practitioners, the educational requirement entails a Master of Science in Nursing (MSN) as a minimum qualification. In future, a doctor of nursing practice (DNP) may become necessary	Thus, the MSN degree requirement is common to the two areas. Nevertheless, nurse practitioners may be required to advance their education.
Leadership	The Institute of Medicine report recommended that clinical nurse specialists should assume leadership roles and guide personnel and the entire health care system so as to improve patient outcomes (Porter-O’Grady, & Malloch, 2016). The reason for this is that they work in systems, influence them, collaborate with personnel and thus have the capacity to reach relatively more patients so as to introduce improvement approaches.	Nurse practitioners, by virtue of their educational background, play an important leadership role in the execution of evidence-based practice (DeNisco & Baker, 2016). They fundamentally lead the reform process of the health care system by influencing them to adopt recommendations from PhDs. Thus, their role extends to the creation of health care policy reforms and their subsequent implementation.	It is safe to say that both nurse practitioners and clinical nurse specialists play important leadership roles in terms of improving the quality of patient care. However, whereas the former primarily do this at the policy level, the latter do this at the clinical setting level via directing staff to implement certain changes.
Public Health	Clinical nurse specialists use their experience, education, and perspectives to spearhead advocacy and then policy setting at among others community level. They adopt a leadership style that is based on empowerment and have a broad influence within such communities (Porter-O’Grady, & Malloch, 2016). The essentially specialize as public/community health nurses.	Nurse practitioners also utilize their education to influence policy at the community level. According to Fooladi (2015), they address the public health needs of communities via home visits, wellness clinics, and establishing associations that can stop severe health situations before they unfold.	In all these roles, the common trend is the role of these nurses in improving the wellness of their communities. They both have influence over their communities and use this influence plus established relationships to prevent outbreak of diseases.
Health Care Administration	The role of clinical nurse specialists in health care administration is limited. However, they work in collaboration with administrators in order to improve patient care especially when they are strategically positioned. The closest clinical nurse specialists have come to administrators is when they are assigned to supervise their fellow nurses (DeNisco & Baker, 2016).	Nurse practitioners also play limited role in health care administration. Owing to their education level, they can help in the formulation of hospital policy for purposes of improving patient care. However, they can also design policies related to human resources within an organization.	Hence, both clinical nurse specialists and nurse practitioners have limited roles in health care administration. The only way that they can participate in the management of hospitals is through collaboration with administrators to improve the quality of care and their own positioning to achieve that.
Informatics	Clinical nurse specialists use informatics to improve the work environment and practice through application of informatics (Murphy,  Goossen, & Weber, 2017). These nurses are significant as they influence nurses to adopt information technology in practice thus improving care.	When it comes to nurse practitioners, they use informatics to access best evidence-based information as well as informational tools (Murphy, Goossen, & Weber, 2017). Further, nursing informatics also helps nurse practitioners to easily relay information and also protect themselves and patients through the use of aspects such as telemedicine, e-prescribing, and internal messaging system among others.	Again, the two nursing areas use informatics to improve patient care. Whereas clinical nurse specialists ensure that information technology aspects related to patient care are adopted by nurses to improve patient care, nurse practitioners actually use informatics to undertake their duties.
Business/Finance	Clinical nurse specialists engage in the management of patients and not human resources. Thus, they do not need to have any business or financial competencies and their curriculum do not cater for this.	On the other hand, nurse practitioners may require to have business/finance competencies. This allows them to be prepared to manage resources involving employees. By taking part in workforce planning, business/finance acumen will enable them to plan properly so as to enhance employee satisfaction.	While clinical nurse specialists do not require any finance/business knowledge, these skills become indispensable to nurse practitioners due to the fact that they may use them in administrative roles. .
Specialty (e.g., Family, Acute Care)	Clinical specialist nurses are specialized in the following areas of care: Community-public health, Pediatric critical care, Home health, Adult gerontology, Adult-gerontological health, and Adult-gerontological critical care,	On the other hand, nurse practitioner are specialized in the following areas: Women’s health, Neonatal, Pediatric primary, Gerontology primary, Pediatric acute, Family primary, Adult-gerontology primary, Adult primary, Adult psychiatric-mental health, and Adult-gerontology acute.	Both nurses work specialize in adult gerontology care and pediatric critical care. However, clinical specialist nurses work with home health, and community public health cases whereas nurse practitioners do not.
Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice	Certification in this area of nursing occurs via the American Nurses Credentialing Center depending on the specialty. Nevertheless, not all of the CNS specialties have their certification exam.	For NPs, certification occurs through either the American Academy of Nurse Practitioners or the American Nurses Credentialing Center (ANCC).	Thus, American Academy of Nurse Practitioners certifies both nurses. However, NPs can also be certified by American Academy of Nurse Practitioners, something that CNS do not enjoy.

References

DeNisco, S. M., & Baker, A. M. (2016). Advanced practice nursing: Essential knowledge for the      profession (3 ed.). Burlington, MA: Jones & Bartlett Learning.

Fooladi M. M. (2015). The Role of Nurses in Community Awareness and Preventive Health. International journal of community based nursing and midwifery, 3(4), 328-9.

Murphy, J., Goossen, W., & Weber, P. (2017). Forecasting Informatics Competencies for Nurses in the Future of Connected Health: Proceedings of the Nursing Informatics Post Conference 2016. Amsterdam: IOS Press, Incorporated

Porter-O’Grady, T. & Malloch, K. (2016). Becoming a professional nurse. ( 2nd ed.), Leadership in nursing practice: Changing the lanscape of healthcare Burlington, MA: Jones and Bartlett Learning.

Use the “Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.

Question Description

What are three differences (3 for each area by comparing them (1 a, b, c; 2 a, b, c; 3 a, b, c)** between the Motor, sensory, and Associated Areas in the brain. Identify two of such areas, and explain their functions (the area) in that region of the brain, and where exactly (the area) is it located in that region of the brain? Section 12.2 Cortex

**(1 a-motor, b-sensory, c-associated; 2 a-motor, b-sensory, c-associated; 3 a-motor, b-sensory, c-associated).

(B).Explain the different “Errors in Refraction” (Sec 15.5), and describe the major structures in the inner ear, their structure, and function (what do they do & how) of the various parts?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐  The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

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.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

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.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.