nursing management minimum data set (NMMDS)


Using the Data/Information/Knowledge/Wisdom Continuum


Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum

Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.

Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.

To prepare:

  • Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge.
  • Develop a clinical question related to your area of practice that you would like to explore.
  • Consider what you currently know about this topic. What additional information would you need to answer the question?
  • Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
    • Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
    • Once you have identified useful databases, how would you go about finding the most relevant articles and information?
    • Consider how you would extract the relevant information from the articles.
    • How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?
By Day 7 of Week 4

Write a 4-page paper that addresses the following: MUST BE APA FORMAT

  • Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
    • Identify the databases and search words you would use.
    • Relate how you would take the information gleaned and turn it into useable knowledge.
  • Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page ( YOU CAN ONLY USE THE REFERENCES LISTED BELOW).






American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

  • “Metastructures, Concepts, and Tools of Nursing Informatics”

    This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

  • Chapter 6, “Overview of Nursing Informatics”

    This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.

Retrieved from the Walden Library databases.


In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.

Retrieved from the Walden Library databases.


This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from


The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.

Retrieved from the Walden Library databases.


This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

Nurse’s Role And Responsibility

Describe The Nurse’s Role And Responsibility As Health Educator. What Strategies, Besides The Use Of Learning Styles, Can A Nurse Educator Consider When Developing Tailored Individual Care Plans, Or For Educational Programs In Health Promotion?

Patient education is a significant responsibility for all nurses. A patient should be educated from the moment of admission to the date of discharge. There are always opportunities for nurses to teach patients and enforce teaching. According to Whitney, the first process of being health educator and teaching is patient assessment (2018). Patient assessment is necessary because each patient has different learning style, education level, values, and belief system. Nurses are also responsible to assess for any barriers in learning. Some of these barriers include culture, health disparities, environment, language, literary, and physiological barriers (Whitney, 2018). Patients need to be educated to make informed decisions, manage their health, prevent illness, and promote health. Nurses collaborate with an interdisciplinary team to develop a teaching plan tailored to a patient.

Nurse educator may collaborate with an interdisciplinary team to develop a tailored individual care plan. It is important for nurses to find out what is important to their patient and what motivated them to make the teaching more effective (Smith & Zsohar, 2013). This will be different for every patient because each patient has a different motivator and readiness to learn. Nurses should utilize the teach back method to demonstrate effective teaching. When developing educational programs in health promotion it is important for nurses to focus on a specific target group that share the same values and goals. It is important to determine the literacy level and any other barriers to learning. Providing various resources such as video, written, and audio material is essential for teaching and evaluating the patient’s knowledge in teaching.

Behavioral objectives should be utilized in a patient’s care plan when the patient is willing to learn and change. Before a nurse can utilize the behavioral objective, they need to determine the patient’s readiness to change and create on objective for the patient’s stage (Whitney, 2018). There are six stages of change. Nurses play a crucial role in patient education and are key players in improving patient health and wellness.


Smith, J. A., & Zsohar, H. (2013). Patient-education tips for new nurses. Nursing, 43(10), 1-3. doi:10.1097/01.nurse.0000434224.51627.8a

Whitney, S. (2018). Teaching and Learning Styles. In Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University.

Respond to the above student’s posting using 200 to 250 words APA format supporting with one or two references in discussions.

NURS 6051N

NURS 6051N

1. In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

To Prepare:

Reflect on the concepts of informatics and knowledge work as presented in the Resources.

Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

Part 2:

Assignment: The Nurse Leader as Knowledge Worker

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a presentation with an info graphic to educate others on the role of nurse as knowledge worker.


Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.


To Prepare:


Review the concepts of informatics as presented in the Resources.

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:


Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Develop a simple infographic to help explain these concepts.


NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.


Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies.

Family Focused Assessment

Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns for each of the following:

  1. Values/Health Perception
  2. Nutrition
  3. Sleep/Rest
  4. Elimination
  5. Activity/Exercise
  6. Cognitive
  7. Sensory-Perception
  8. Self-Perception
  9. Role Relationship
  10. Sexuality
  11. Coping

Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview.

Upon completion of the interview, write a 1000- 1250 word paper. Analyze your assessment findings. Submit your questionnaire as an appendix with your assignment.

Include the following in your paper:

  1. Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
  2. Summarize the overall health behaviors of the family. Describe the current health of the family.
  3. Based on your findings, describe at least two of the functional health pattern strengths noted in the findings. Discuss three areas in which health problems or barriers to health were identified.
  4. Describe how family systems theory can be applied to solicit changes in family members that, in turn, initiate positive changes to the overall family functions over time.

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the APA , NO PLAGIARISM PLEASE

Week 1 Discussion: Social Causes of Suicide


Week 1 Discussion: Social Causes of Suicide

8 8

# Reply

Required Resources Read/review the following resources for this activity:

Lesson Minimum of 1 outside scholarly source

Initial Post Instructions Sociologist C. Wright Mills preferred to call the sociological perspective the sociological imagination, and he saw it transforming personal troubles into public issues. Let us begin our discussion this week by considering suicide, which is thoroughly explored in Chapter 1 of the textbook.

For the initial post, address the following:

How does the sociological imagination help to examine private acts such as suicide within a larger societal context? What are some examples of social forces influencing youth suicide trends in the United States, suicide trends in India, and suicide trends in the U.S. military? Use the sociological imagination to explain your observations, and how the sociological imagination helps us consider the causes and possible solutions to suicide.

Follow-Up Post Instructions Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification and/or include perspectives from outside scholarly sources shared in the discussion forum by classmates and/or the instructor.

Writing Requirements

Minimum of 3 posts (1 initial & 2 follow-up) APA format for in-text citations and list of references Include citations from at least the assigned textbook/lesson reading and one additional outside scholarly source to support your response.

Grading This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Link (webpage): Discussion Guidelines

Course Outcomes (CO): 1, 2

Due Date for Initial Post: By 11:59 p.m. MT on Wednesday Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday


Kendall, D. (2018). Sociology in our times: The essentials (11 ed). Boston: Cengage Learning.



Sheila Farr (Instructor) Aug 25, 2019

# Reply $

Hello Students,

As you begin to analyze “the sociological imagination, I encourage you to ask yourself the following question: “How can you analyze other situations, not just suicide as you will do in this question using what you have learned about the sociological imagination.” It may be helpful if you have this question in the back of your mind as you are addressing the various parts of this discussion question. I think this discussion will be a lively one!

This discussion covers the following outcomes: (CO #1 ) (PO #1 & #3) as outlined in your syllabus. he-sociological-imagination-thinking-outside-the- box/


Sheila Farr

Sameera Farhood Thursday

# Reply $

Suicide is more than a private act amongst oneself. The sociological imagination helps us place seemingly personal troubles, such as loosing one’s job or feeling like committing suicide, into a larger social context, where we can distinguish whether and how personal troubles may be related to public issues (Kendall, 2018). It helps us take personal troubles, that are happening worldwide, and make them into public issues. For example, in New Delhi, India, a new economic boom has increased suicide rates in the 15-29 age category, especially high among those living in the wealthier areas. Many people would read about an economic boom and automatically think about how the civilians living in that area must be living a “good” life, when in reality, it is causing a major public issue behind the scenes. The result? Intensified job anxiety, higher expectations, and more pressure for individual achievement (Kendall, 2018). The sociological imagination is the reason today that we are able to take personal troubles, such as suicide, and link them to many different public issues, figuring out what the cause is. It has helped us focus more on the social problems causing individuals to act out rather than blaming individuals for creating their own problems, making them act in such ways. Many sociologists have also used the sociological imagination in a way to explore the relationship between suicide and today’s society, creating theoretical perspectives. One perspective that was applied to suicide is the Symbolic Interactionist Perspective which focuses on studying at a microlevel, analyzing people’s face-face interactions and the roles they play in society. From this point of view, a suicide attempt may be a way of garnering attention-a call for help- rather than ending ones life (Kendall 2018). Social forces influencing youth suicide trends starts with what one see’s, hears about or is exposed to. About a third of respondents reported hearing about cutting from an outside source, such as books, magazines, TV, or friends. In some instances, it was picked up from friends who were engaged in the practice. These findings suggest that some self-injurers do in fact learn the practice from others ( Taylor & Ibañez 2015). In today’s society I have observed many different things when referring to suicide. I believe that there are still problems with people blaming an individual instead of trying to solve the issue, whether it is personal or public; I have also seen many areas, globally, attempt to reach out and help suicidal people, making them feel like they have another option, another reason to continue living. Overall, the sociological imagination has helped us look deeper into the causes of suicide, analyzing the individual at a micro and macro-level, which has helped us realize the private issue is more of a public issue in todays society.



Taylor, J., & Ibañez, L. (2015). Sociological approaches to self-injury. Sociology Compass, 9(12), 1005-1014. doi:10.1111/soc4.12327

Kendall, D. (2018). Sociology in our times: The essentials (11 ed). Boston: Cengage Learningth

Amber Britt Yesterday

# Reply $ (1 like)

Hello, Sameera! I loved your interpretation of C. Wright Mills sociological perspective. I also agree that a problem often seen is blaming. I’d personally have to say blaming is another form of and/or can lead to shaming which is a big concern for me. An approach I’ve recently learned about that can help minimize such acts are social support as introduced in the functional perspective of sociological imagination! Like any plan, it could be disrupted, leading to a disorderly system, so I encourage anyone dealing with their own “private affairs or distresses” to continue to seek help and guidance and to be reminded that their problem is not being faced by only them but others too (global interdepence—a relationship in which the lives of all people are closely intertwined and any one nation’s problems are part of a larger global problem).

Eric Devich Yesterday

# Reply $ (1 like)

Sameera, I agree that personal troubles refer to the problems affecting the individuals, that the affecting individual, including other members of the society, typically will blame on the individuals own personal and moral failings. As you have said, blaming is a form of rejection that society uses to reject a person who made mistakes or failed at something. Instead society should do everything to still accept that person and help pick them back up. Just like Amber said in her reply, there are many things in society that will help an individual. Social Support definitely is a big one. Social issues are the main reasons why individuals commit suicide. When society makes you feel like you belong, you get a since of being wanted. This in turn gives that individual a since of purpose. Appraisal support is another key concept that should be followed. Having another person to get reasonable advice from to help in a certain situation is very beneficial. I agree that the Social Imagination helps us to get a bigger picture of what may cause suicide and being able to look at the smaller details, which help us to realize that an individual issue is more of a public issue.

Amber Britt Yesterday

# Reply $

One would think their struggles are supposedly lived alone and told they are brought on because of their own personal actions and decisions. C. Wright Mills proposes those thoughts to be disprovable through a systematic study called sociological imagination. It is simply not ‘you vs. the world’, but you AND the world. This perspective gives one the ability to differentiate experiences of oneself and societal molding and to see private affairs like financial instability or unemployment are caused by social causes like environmental concerns or even poverty. Social Imagination is constructed of research methods (e.g. surveys, questionnaires and interviews) and theoretical perspectives such as the functionalist perspective and symbolic interactions which views society on a microlevel.

Global interdependence—a relationship in which the lives of all people are closely intertwined and any one nation’s problems are part of a larger global problem (Kendall, 2018)

is introduced when grasping an understanding of the relations of both personal distresses and public affairs. Mills points out that your problem is faced by others but even so your simple daily activities like jeopardizing study time to scroll on a social media platform and like pictures. (Examples of Sociological Imagination, n.d.) Sociological imagination, encourages one to think outside of their norm, to remove themselves and think beyond in certain approaches, global for example. Society removes individualistic decision making. One might think that their subconscious decision to take a certain route over the other or choice to purchase a specific brand instead of the other is commonsense, almost like an un-doubtly right decision that’s been shaped by past experiences. C. Wright Mills deems “commonsense” not commonsense at all but rather myths. (Kendall, 2018 p.6) For example, memes created by users on the internet and shared by thousands a day can be said to be agreeable or felt need to be. They encourage groupthink and could produce harmful outcomes like suicide. Memes or rather social media ultimately, are big social forces influencing suicide trends in the United States. Social media includes any coverage that can be seen, heard or experienced like tv shows (copycat suicides), the news, and peer pressure from (cyber)bullies or friends who’ve attempted themselves. Social media in the U.S. even effects our food and drinking consumption which becomes social rituals that places more importance on the symbolic value of a cup of coffee or tea than the food itself. A cup of tea could be more than for a health benefit but rather social interaction or coffee for its drug effects on the brain rather taste. (Crossman, 2019)

Is the saying, “money can’t buy happiness” true? The economic boom in Dehli, India proves it to be. The suicide rates in India are highest amongst the rich, in ages ranging from 15 to 29, as well the well educated. (, 2012;Lancet 2012; Kendall, 2018 p.7) It is understandable that with wealth and proper education more opportunities are introduced, however, so are job performance anxieties, mental and health issues (e.g. sleep disorders, depression, heart issues) and weakened relationships with people because of moving. When people move because of an increase of income, they lose social support which is expressed to be very important in the functionalist perspective of sociological imagination. The functionalist perspective, when disrupted leave people to question their lives and their ability to live it. One study that examined the functions of social support in reducing or preventing suicidal ideation in Air Force personnel during U.S. combat operations in Iraq and Afghanistan found that all forms of social support were not equally important in protecting individuals against suicidal thoughts or actions. Esteem support played a big factor in the severity of the Air Force personnel’s thoughts of suicide. (Kendall, 2018 p.15)

Sociological imagination helps identify the causes (and indirect preventions) and solutions by placing flaw in public issues rather than a person’s life’s decisions. Shame is a factor I’ve observed that results in suicide and many seemingly private acts like it. Others shame people into losing their interests and rob them of the fact they are human. This shame tactic is often seen with teen pregnancies, addiction, homelessness, incarceration and even simply music taste. Resources for help and guidance in certain communities are limited or not utilized as a result of self-shame or fear of being ridiculed.

Overall, the sociological approach has allowed for us the opportunity to look more in depth to an act deemed private. It allows us to take the action of an individual that would other wise be classified as personal and relate it to and identify society’s role in that action. We are able to then use theories and perspectives to help further understand an individual and find solutions to help.





Kendall, D (2018) Sociology in our times: The essentials (11 ed). Boston: Cengage Learning


Examples of Sociological Imagination. (n.d.). In YourDictionary. Retrieved from sociological-imagination.html


Crossman, Ashley. (2019, March 26). Definition of the Sociological Imagination and Overview of the Book. Retrieved from 3026756)


Sheila Farr (Instructor) Yesterday

# Reply $

Hello Students,

Thinking specifically about the connection between personal troubles and public issues, do you think there are any social problems in which this connection is hard to make? For example, can you look at poverty in general from this perspective?


Sheila Farr

Sameera Farhood Yesterday

# Reply $

Poverty from a sociological stand point can be interpreted in many different ways. Two main ways are; someone living in poverty brought it upon themselves or someone is living in poverty due to the society they live in and social forces around them. Generally speaking I truly think linking poverty (a personal trouble) to public issues is a hard connection to make.

Think of it this way, you can attempt to link poverty to unemployment issues globally but; not everyone who is unemployed is poor and not everyone who is poor is unemployed. Poverty is one of those things that is not fully understood yet due to the many different people/social classes dealing with the issue.

I do believe that there are some social forces and public issues that can be linked to poverty, especially those who are dealing with it while employed. For example, you have a single mother who is living in poverty while working a full time job but she’s only being paid minimum wage and she has to provide for herself and her child. With that example, we could definitely link minimum wage being too low (a public issue) to poverty (a personal trouble).

Although looking at poverty from a sociology stand point can be difficult, there are some ways you can look at it from the perspective of linking a personal trouble to a public issue.

Eric Devich Yesterday

# Reply $

The Sociological Imagination helps to examine private acts such as suicide in a larger societal content as explained by the Sociologist C. Wright Mills. He helped individuals see the relationship between personal experiences and the larger social world. Suicide is more of an individual act of oneself that may be the result of personal troubles or social issues. Personal troubles are private problems that affect individuals and the networks of people with whom they regularly associate (Kendall, 2018, p. 6). Today, there are many trends in different countries all around the world that influence the current rise of youth suicide. One example, in New Delhi, India, suicide rates are highest in the 15-29 age category and are especially high among those living in the wealthier and more educated regions of the nation (, 2012;Lancet 2012; Kendall, 2018, p. 7). One might believe that in the world today, areas of great wealth would have lower risk of suicide. When in reality, they have the highest risk. Intensified job anxiety, higher expectations, and more pressure for individual achievement (Kendall 2018, p. 6). People would normally think the poor and uneducated would have the greater risk of suicide.

Some trends that are increasing youth suicide in the United States are income, gender disparities, age group differences and risk factors. In the United States, females are more likely to commit suicide than males. Some risk factors may include not having access to healthcare, to help prevent the chance of an individual committing suicide. Trends that lead to suicide in the U.S. Military may include unequal social support or companionship. Tangible support, which an individual has someone who is willing to help them with money or assistance. Appraisal support, which requires having someone to listen and hear problems and provide useful information on how to solve them. Esteem support deals with having people show concern for an individuals well-being and have confidence in that individual to overcome any obstacle. Esteem support was found to be one of the most important factors in whether the Air Force personal had experienced severe suicidal ideation (Kendall 2018, p. 15).

Today, the sociological imagination allows us to bridge the connection between why an individuals problems and thoughts of suicide occur in relation to problems in society. Social issues are the main reason why individuals commit suicide. Being able to distinguish between personal troubles and greater social issues is the true heart of of thinking sociologically (Wiley 2015). I have observed many ways that suicide has been expressed to the public. Whether it has been on television or on social media. It does not help that almost everyone in the world has easy access to both of these and in return is exposed to the ways that some individuals live their daily lives. Seeing this puts an added pressure on individuals who may not live an extravagant lifestyle. Individuals posting on social media such as, Facebook and Instagram, expressing a new job and are advancing up the ladder of success. Individuals today are triggered by this because they may not possess the same skills and advantages that some individuals may have. Many times individuals feel that their failure to get hired is a personal problem due to a poor interview or lack of experience (Wiley 2015). Another problem in society today are structures. Structures are “common and persistent roles and relationships that shape human interaction (Wiley 2015). Relationships could be husband and wife, boyfriend and girlfriend, employee and employer. Problems between structures can lead to suicide. Whether it may be an argument between a husband and a wife or the loss of a job to an employer. Both of these are reasons in a society that lead to suicide. Individual choices of a person reflect how they see themselves. Society looks at individuals who are different from the rest and considers them to be outcasts. Individuals involved in teen pregnancy, drugs, or even who smoke are open targets for society to single out and look at differently. Social media has a big influence on depicting this and how these individuals are shown. Television shows picturing women who became pregnant at a young age and now have trouble supporting there children because they’re trying to go to school and work at the same time. All of this shows what can happen after making poor choices. Society today looks down on individuals who make the poor choices. As a result, that individual becomes ignored and feels like they are not accepted anymore in society.

Overall, C. Wright Mill’s Social Imagination has helped us to paint a bigger picture and really understand how society has an influence on the lives of its people. If we don’t make a change, suicide as a resort to end individual problems will continue to rise. It is clear that being aware of structures and institutions can drastically alter the way we view the world. They act as tools within the greater sociological imagination to help us think critically about why individuals may make choices (Wiley 2015). Being able to analyze the smallest problems with the biggest problems of an individual, will help to understand how an individual issue can become more public in society.



Kendall, D. (2018). Sociology in our times: The essentials (11 ed). Boston: Cengage Learning

Wiley, Jeanette. “Sociological Imagination: A Critical Way to the World (Community, Environment, and Development: An Undergraduate Research Journal).” Community, Environment, and Development: An Undergraduate Research Journal (Penn State University), 6 May 2015, urj/news/2015/sociological-imagination-a-critical- way-to-the-world.



Home Safety Assessment

Home Safety Assessment
It is important to identify health issues or concerns that may impact an individual or family in any setting. This identification can help the nurse to address health promotion and disease prevention.

To complete this activity, you must complete the Family Support Assessment activity. Click on Enter Sentinel City®. Once in the city, click on the map to locate the apartment dwelling in Nightingale Square. Approach the door next to the laundromat and enter the apartment. Here you will complete the Home Safety Assessment by noting any health, safety, and environmental hazards in the apartment. Note as many of the hazards that you observe. Select and prioritize the top two hazards for health, safety, and environmental areas for a total of six hazards that the healthcare professional should address first:

#1 = most serious hazard-life threatening
#2 = second most important-potential to affect the most people or cause long-term injury
Try to avoid prioritizing the same hazard in multiple categories. Provide an evidence-based rationale and a recommendation for addressing the top two hazards in each category. Click the “Family Support Assessment” tab at the top of the screen and review the information on the form.

Reading and Resources

Chapter 16 pages 297-316, Chapter 23 pages 395-404, Chapter 20 pages 367-375, Chapter 26 pages 439-447 in Fundamentals of Case Management Practice.

Review clinical guidelines of the AHRQ

Clinical Guidelines and Recommendations
Evidence-based research provides the basis for sound clinical practice guidelines and recommendations. The datab…

Additional Instructions:

All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
**Family Support Assessment Required

Submission Option



4 to 6-page paper. Include title and reference pages

Middle Range or Interdisciplinary Theory Evaluation

Assignment 2: Middle Range or Interdisciplinary Theory Evaluation


As addressed this week, middle range theories are frequently used as a framework for exploring nursing practice problems. In addition, theories from other sciences, such as sociology and environmental science, have relevance for nursing practice. For the next few weeks you will explore the use of interdisciplinary theories in nursing.

This Assignment asks you to evaluate two middle range or interdisciplinary theories and apply those theories to a clinical practice problem. You will also create a hypothesis based upon each theory for an evidence-based practice project to resolve a clinical problem.

Note: This Assignment will serve as your Major Assessment for this course.


To prepare:


  • Review strategies for evaluating theory presented by Fawcett and Garity in this week’s Learning Resources (see under list of Required Readings and attached pdf file)
  • Select a clinical practice problem that can be addressed through an evidence-based practice project. Note: You may continue to use the same practice problem you have been addressing in earlier Discussions and in Week 7 Assignment 1.
  • Consider the middle range theories presented this week, and determine if one of those theories could provide a framework for exploring your clinical practice problem. If one or two middle range theories seem appropriate, begin evaluating the theory from the context of your practice problem.
  • Formulate a preliminary clinical/practice research question that addresses your practice problem. If appropriate, you may use the same research question you formulated for Assignment #4.

Write a 10- to 12-page paper (including references) in APA format and a minimum of 8 references or more, using material presented in the list of required readings to consider interdisciplinary theories that may be appropriate for exploring your practice problem and research question (refer to the sample paper attached as “Assignment example”). Include the level one headings as numbered below:

1)       Introduction with a purpose statement (e.g. The purpose of this paper is…)

2)       Briefly describe your selected clinical practice problem.

3)       Summarize the two selected theories. Both may be middle range theories or interdisciplinary theories, or you may select one from each category.

4)       Evaluate both theories using the evaluation criteria provided in the Learning Resources.

5)       Determine which theory is most appropriate for addressing your clinical practice problem. Summarize why you selected the theory. Using the propositions of that theory, refine your clinical / practice research question.

6)       conclusion



P: Patients suffering from Type 2 Diabetes Mellitus


I:  Who are involved in diabetic self-care programs


C: Compared to those who do not participate in self-care programs


O: Are more likely to achieve improved glycemic control



Dorothea Orem Self-Care Theory and The Self-Efficacity in nursing Theory by Lenz & Shortridge-Baggett, or the Health Promotion Model by Pender, Murdaugh & Parson (Pick 2)


Required Readings


McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.

  • Chapter 10, “Introduction to Middle Range Nursing Theories”

Chapter 10 begins the exploration of middle range theories and discusses their development, refinement, and use in research.

  • Chapter 11, “Overview of Selected Middle Range Nursing Theories”

Chapter 11 continues the examination of middle range theories and provides an in-depth examination of a select set of theories

·         Chapter 15, “Theories from the Biomedical Sciences”

Chapter 15 highlights some of the most commonly used theories and principles from the biomedical sciences and illustrates how they are applied to studies conducted by nurses and in nursing practice.

·         Chapter 16, “Theories, Models, and Frameworks from Administration and Management”

Chapter 16 presents leadership and management theories utilized in advanced nursing practice.

·         Chapter 18, “Application of Theory in Nursing Practice”

Chapter 18 examines the relationship between theory and nursing practice. It discusses how evidence-based practice provides an opportunity to utilize research and theory to improve patient outcomes, health care, and nursing practice.





Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

  • Chapter 6, “Objectives, Questions, Variables, and Hypotheses”

Chapter 6 guides nurses through the process of identifying research objectives, developing research questions, and creating research hypotheses.

·         Review Chapter 2, “Evolution of Research in Building Evidence-Based Nursing Practice”

·         Chapter 19, “Evidence Synthesis and Strategies for Evidence-Based Practice”

This section of Chapter 19 examines the implementation of the best research evidence to practice.




Fawcett, J., & Garity, J. (2009). Chapter 6: Evaluation of middle-range theories. Evaluating Research for Evidence-Based Nursing. Philadelphia, Pennsylvania: F. A. Davis.

Note: You will access this article from the Walden Library databases.

This book chapter evaluates the use and significance of middle-range theories in nursing research and clinical practice.


DeSanto-Madeya, S., & Fawcett, J. (2009). Toward Understanding and Measuring Adaptation Level in the Context of the Roy Adaptation Model. Nursing Science Quarterly, 22(4), 355–359.

Note: You will access this article from the Walden Library databases.

This article describes how the Roy Adaptation Model (RAM) is used to guide nursing practice, research, and education in many different countries.

Jacelon, C., Furman, E., Rea, A., Macdonald, B., & Donoghue, L. (2011). Creating a professional practice model for postacute care: Adapting the Chronic Care Model for long-term care. Journal of Gerontological Nursing, 37(3), 53–60.

Note: You will access this article from the Walden Library databases.

This article addresses the need to redesign health care delivery to better meet the needs of individuals with chronic illness and health problems.


Murrock, C. J., & Higgins, P. A. (2009). The theory of music, mood and movement to improve health outcomes. Journal of Advanced Nursing, 65 (10), 2249–2257. doi:10.1111/j.1365-2648.2009.05108.x

Note: You will access this article from the Walden Library databases.

This article discusses the development of a middle-range nursing theory on the effects of music on physical activity and improved health outcomes.



Amella, E. J., & Aselage, M. B. (2010). An evolutionary analysis of mealtime difficulties in older adults with dementia. Journal of Clinical Nursing, 19(1/2), 33–41. doi:10.1111/j.1365-2702.2009.02969.x

Note: You will access this article from the Walden Library databases.

This article presents findings from a meta-analysis of 48 research studies that examined mealtime difficulties in older adults with dementia.


Frazier, L., Wung, S., Sparks, E., & Eastwood, C. (2009). Cardiovascular nursing on human genomics: What do cardiovascular nurses need to know about congestive heart failure? Progress in Cardiovascular Nursing, 24(3), 80–85.

Note: You will access this article from the Walden Library databases.

This article discusses current genetics research on the main causes of heart failure.


Mahon, S. M. (2009). Cancer Genomics: Cancer genomics: Advocating for competent care for families. Clinical Journal of Oncology Nursing, 13(4), 373–3 76.

Note: You will access this article from the Walden Library databases.

This article advocates for nurses to stay abreast of the rapid changes in cancer prevention research and its application to clinical practice.


Mayer, K. H., Venkatesh, K. K. (2010). Antiretroviral therapy as HIV prevention: Status and prospects. American Journal of Public Health, 100(10), 1867–1 876. doi: 10.2105/AJPH.2009.184796

Note: You will access this article from the Walden Library databases.

This article provides an in-depth examination of potential HIV transmission prevention.


Pestka, E. L., Burbank, K. F., & Junglen, L. M. (2010). Improving nursing practice with genomics. Nursing Management, 41(3), 40–44. doi: 10.1097/01.NUMA.0000369499.99852.c3

Note: You will access this article from the Walden Library databases.

This article provides an overview of genomics and how nurses can apply it in practice.


Yao, L., & Algase, D. (2008). Emotional intervention strategies for dementia-related behavior: A theory synthesis. The Journal of Neuroscience Nursing, 40(2), 106–115.

Note: You will access this article from the Walden Library databases.

This article discusses a new model that was developed from empirical and theoretical evidence to examine intervention strategies for patients with dementia.


Fineout-Overholt, E., Williamson, K., Gallagher-Ford, L., Melnyk, B., & Stillwell, S. (2011). Following the evidence: Planning for sustainable change. The American Journal Of Nursing, 111(1), 54–60.

This article outlines the efforts made as a result of evidence-based practice to develop rapid response teams and reduce unplanned ICU admissions.


Kleinpell, R. (2010). Evidence-based review and discussion points. American Journal of Critical Care, 19(6), 530–531.

This report provides a review of an evidence-based study conducted on patients with aneurismal subarachnoid hemorrhage and analyzes the validity and quality of the research.


Koh, H. (2010). A 2020 vision for healthy people. The New England Journal Of Medicine, 362(18), 1653–1656.

This article identifies emerging public health priorities and helps to align health-promotion resources, strategies, and research.


Moore, Z. (2010). Bridging the theory-practice gap in pressure ulcer prevention. British Journal of Nursing, 19(15), S15–S18.

This article discusses the largely preventable problem of pressure ulcers and the importance of nurses being well-informed of current prevention strategies.


Musker, K. (2011). Nursing theory-based independent nursing practice: A personal experience of closing the theory-practice gap. Advances In Nursing Science, 34(1), 67–77.

This article discusses how personal and professional knowledge can be used in concert with health theories to positively influence nursing practice.


Roby, D., Kominski, G., & Pourat, N. (2008). Assessing the barriers to engaging challenging populations in disease management programs: The Medicaid experience. Disease Management & Health Outcomes, 16(6), 421–428.

This article explores the barriers associated with chronic illness care and other factors faced by disease management programs for Medicaid populations.


Sobczak, J. (2009). Managing high-acuity-depressed adults in primary care. Journal of the American Academy of Nurse Practitioners, 21(7), 362–370. doi: 10.1111/j.1745-7599.2009.00422.x

This article discusses a method found which positively impacts patient outcomes used with highly-acuity-depressed patients.


Thorne, S. (2009). The role of qualitative research within an evidence-based context: Can metasynthesis be the answer? International Journal of Nursing Studies, 46(4), 569–575. doi: 10.1016/j.ijnurstu.2008.05.001

The article explores the use of qualitative research methodology with the current evidence-based practice movement.




Optional Resources


McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52.


Calzone, K. A., Cashion, A., Feetham, S., Jenkins, J., Prows, C. A., Williams, J. K., & Wung, S. (2010). Nurses transforming health care using genetics and genomics. Nursing Outlook, 58(1), 26–35. doi: 10.1016/j.outlook.2009.05.001


McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52.

Developing and Evaluating New Practice Approaches

Developing and Evaluating New Practice Approaches

One of the exciting aspects of participating in the health care field is the discovery of new techniques, treatments, and technologies that improve the quality of care and improve health outcomes. As someone engaged in advanced nursing practice, you have the opportunity to search for new solutions to issues in your specialty area. What tools can you use to guide the discovery process? What needs to be considered as you determine new practice approaches to address issues in health care? This week, you consider new ways to address the EBP Project issue you identified in Week 2 see attached file).

To prepare:

  • Reflect on your analysis of the evidence base that addresses your selected issue from the EBP Project (identified during      Week 2 [see attached file]).
  • Using methods articulated in the Learning Resources, formulate new evidence-based practice strategies to address the issue and improve health care quality.
  • What are the theoretical bases for your proposed strategies?
  • What might be the economic impact of implementing your proposed strategies?

By tomorrow  Wednesday day 10/03/18 10:00 am, write an essay of a minimum of 550 words in APA format, and at least 3 scholarly references from the list of required readings below. Include all level one headers as numbered below:

Post a cohesive response that addresses the following:

1) Briefly summarize your selected issue (see my PIICOT question below & attached file) and propose new evidence-based practice strategies. Describe the theoretical basis for your strategies.

2) Discuss the potential economic impact of your suggested strategies.

3) How could the new practice strategies improve health care quality?

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). Translation of evidence into nursing and health care practice (2nd ed.). New York, NY: Springer.

  • Chapter 6, “Translation of Evidence for Leadership”

Balakas, K., Sparks, L., Steurer, L., & Bryant, T. (2013). An outcome of evidence-based practiced education: Sustained clinical decision-making among bedside nurses. Journal of Pediatric Nursing, 28, 479-485.

Brown, D.S. (2012). Interview with quality leaders: Dr. Donna E. Shalala and Dr. Linda Burnes Bolton on the committee on the Robert Wood Johnson Foundation initiative on the future of nursing at the Institute of Medicine. Journal for Healthcare Quality, 24(4), 40-44.

Brandt, B., Lutfiyya, M.N., King, J.A., & Chioresco, C. ( 2014). A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim. Journal of Interprofessional Care, 28(5), 393-399.

Grindel, C.G. (2016). Clinical leadership: A call to action. Med-Surg Nursing, 25(1), 9-16.

Mannix, J., Wilkes, L, & Daly, J. (2015). Grace under fire: Aesthetic leadership in clinical nursing, Journal of Clinical Nursing, 24, 2649-2658.

Stetler, C.B., Ritchie, J.A., Rycroft-Malone, J., & Charns, M.P. (2014). Leadership for evidence-based practice: Strategic and functional behaviors for institutionalizing EBP. Worldviews on Evidence-Based Nursing, 11(4), 219-226.

Schaffer, M.A., Sandau, K.E., & Diedrick, L. (2013). Evidence-based practice models for organizational change: overview and practical applications. Journal of Advanced Nursing, 69(5), 1197-1209 (see attached file).

PIICOT Question

In patients in extended intensive care within an urban acute care facility in Eastern United States, how does early mobilization as recommended by National Institute of Health and Care Excellence clinical guidelines on rehabilitation of patients after critical illness impact early transfers from intensive care as measured 6 months post-implementation when compared to the current standard of care including minimal mobilization of patients?

P: Adult patients

I: in extended intensive care within an urban acute care facility

I: increased mobilization of the patients

C: minimal mobilization of the patients

O: early transfers of the patients from intensive care

T: 6 months

Due tomorrow 10/03/18 by 10:00 am. Thanks!

Community Health Assessment / Windshield Survey

Community Health Assessment / Windshield Survey

Community Assessment

A community health assessment (sometimes called a CHA), also known as community health needs assessment (sometimes called a CHNA), refers to a state, tribal, local, or territorial health assessment that identifies key health needs and issues through systematic, comprehensive data collection and analysis. Community health assessments use such principles as

  • Multisector collaborations that support shared ownership of all phases of community health improvement, including assessment, planning, investment, implementation, and evaluation
  • Proactive, broad, and diverse community engagement to improve results
  • A definition of community that encompasses both a significant enough area to allow for population-wide interventions and measurable results, and includes a targeted focus to address disparities among subpopulations
  • Maximum transparency to improve community engagement and accountability
  • Use of evidence-based interventions and encouragement of innovative practices with a thorough evaluation
  • Evaluation to inform a continuous improvement process
  • Use of the highest quality data pooled from and shared among, diverse public and private sources

(Retrieved from

Windshield Survey:

“A  windshield survey is an informal method used by community health nurses to obtain basic knowledge about a given community. It provides a subjective view of the various physical characteristics of a communal area as observed while driving or walking through a neighborhood.

.”(Retrieved from;”

As stated in the syllabus please present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion board title  “Week 1 discussion questions”.  A minimum of 2 evidence-based references is required (not counting the class textbook) no older than 5 years. A minimum of 1000 words are required.  Make sure the assessment is based in the community where you live.  I don’t want community health assessment from other communities, once again it must be from the community you live.  Please mention the zip code of your community on the first page of the assignment.

Please follow the instructions given in the syllabus  Discussion Question (DQ) Participation Guidelines” and “Discussion Question (DQ) Submission Guidelines.  

Pre-Briefing Simulation And Drug Cards 

Pre-Briefing Simulation And Drug Cards 

                            PATIENT: Keola Akana 



Please keep in mind you will also be required to recognize a variety of signs and symptoms linked to abnormalities in these skills.

Therefore, in order to prepare for the simulation, you are required to complete the Pre-Briefing questions & Drug Cards below and submit to the faculty facilitating the simulation prior to the start of pre-briefing. If you do not complete the pre-briefing questions below and submit to faculty facilitating the simulation prior to the start of pre-briefing, you will not be permitted to participate in the simulation.



Keola Akana is a 70-year-old male with a history of heart failure. He was admitted to the medical-surgical unit early on Monday morning for medication adjustment, monitoring, and cardiac rehabilitation. The scenario takes place on Monday at 0900, at which time morning medications are due.

1. What are the nutritional implications, key assessment findings, and nursing interventions for a patient with hypokalemia?

2. What are the signs and symptoms of digoxin toxicity and how would the nurse assess for these symptoms? In your response, be sure to include specific body systems.

3. How would the nurse provide family-centered care?




Keola Akana is a 70-year-old male with a history of heart failure. He was admitted to the medical-surgical unit early on Monday morning for medication adjustment, monitoring and cardiac rehabilitation.  During this scenario, students will have the opportunity to assess and manage medication administration for a patient experiencing digoxin toxicity.



⦁ Patient: Keola Akana Drug Lists

Lasix 40 mg po now and daily

Potassium Chloride CR 10 mEq po daily

Digoxin 0.25 mg po now and daily

Atenolol 50mg po now and daily

Acetaminophen 650 mg po Q 4 hrs PRN mild pain or temp greater than 101.3

IV saline flush Q 8hrs and PRN