Post a description of the two  reproductive disorders you selected, including their similarities and  differences. Then explain how the factor you selected might impact the  diagnosis of treatment for the reproductive disorders. 

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While the male and female reproductive systems are  unique to each sex, they share a common function—reproduction. Disorders  of this system range from delayed development to structural and  functional abnormalities. Since many reproductive disorders not only  result in physiological consequences but also psychological consequences  such as embarrassment, guilt, or profound disappointment, patients are  often hesitant to seek treatment. Advanced practice nurses need to  educate patients on disorders and help relieve associated stigmas.  During patient evaluations, patients must feel comfortable answering  questions so that you, as a key health care provider, will be able to  diagnose and recommend treatment options. As you begin this Discussion,  consider reproductive disorders that you would commonly see in the  clinical setting.

 To Prepare

Review Chapter 22 and Chapter 23 in the  Hammer and McPhee text, as well as Chapter 33 and 34 in the Huether and McCance text.

Select two disorders of the male and/or female  reproductive systems that interest you.

Consider the similarities and  differences between the disorders.

Select one of the following factors: genetics,  ethnicity, age, or behavior.

Think about how the factor you selected  might impact the diagnosis of and treatment for the reproductive  disorders.

Post a description of the two  reproductive disorders you selected, including their similarities and  differences. Then explain how the factor you selected might impact the  diagnosis of treatment for the reproductive disorders.

Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)

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The purpose of the Course Project is to give the student the opportunity to apply concepts in transcultural nursing by performing a transcultural nursing assessment.

The purpose of Milestone 1 is to identify an adult who is not a relative who is willing to participate in the transcultural assessment and to secure the instructor’s approval for the assessment. Note: The actual assessment does not occur until Milestone 3. It is not a purpose for this assignment.

Course Outcomes

CO1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)

CO2: Communicate effectively with culturally diverse individuals, families, and organizations. (PO3)

CO4: Perform a culturally competent nursing assessment. (PO7)

Points

The entire project is worth 600 points. Milestone 1 is worth 100 points of this total.

Due Dates

You are to submit your completed NR394 Milestone 1 by Sunday, 11:59 p.m. MT, at the end of Week 3.

Requirements and Guidelines

1. Review the Course Outcomes for this assignment, which are listed above.

2. Review the guidelines for Milestones 1, 2, and 3, paying particular attention to Milestone 1 for this assignment. The guidelines for all of the Milestones are located in Modules on the left-hand navigation menu. Also, read the Course Project Overview page in Introduction & Resources for more details and helpful tips.

3. Identify a potential individual who has been living in a culture other than the one of origin for at least 2 years. This individual must be born outside the United States. The individual can be a patient, friend, or colleague, such as a physician, or acquaintance, but cannot be a relative. The individual must be living in your community and must be currently receiving or have previously received healthcare services in your community. The individual’s race, ethnicity, language, religion, and culturally based beliefs about healthcare and illness should be quite different from yours. The individual must speak your language. An interpreter is not permitted for the actual assessment, which occurs in Milestone 3 (Week 6).
Note: This is the same individual for whom you will develop verbal assessment questions in Milestone 2 and whom you will ask those questions in Milestone 3 and then reflect on your learning about the Course Project and the assessment.

4. Individuals can come from a variety of settings. Recent immigrants, migrant workers, exchange students, international students, long-term care residents, refugees, coworkers, physicians, patients, employees at local ethnic businesses, religious venues, community centers, and individuals who have recently moved to your community are some suggestions. The individual does not need to be a healthcare worker but must have received healthcare services in the country of origin as well as since arriving in the United States. Work with your instructor prior to submitting Milestone 1. Approval must be provided by your instructor before submitting Milestone 1 (this assignment).

5. Speak with the individual, and obtain permission to conduct an assessment later in the course. Clearly explain that statements made in the assessment will be recorded (written) and submitted to the instructor only. It is not intended for public distribution. Anonymity will be maintained by using first and last initials only. Do not use names in any of your documents.

6. Download the NR394_Individual_Profile_Template (Links to an external site.). Although you are not performing the official assessment until Milestone 3, it will be necessary to obtain some general information about your individual to complete Milestone 1. This information may come from the individual or Internet sources.

7. Fill in information about the potential individual using the template. You are expected to write clearly and use proper grammar and spelling and eliminate typos.

8. Submit the completed template by the end of Week 3 at 11:59 p.m. MT.

Example: KC was born in Hwidiem, Ghana, a small village in Africa, where he did not graduate from high school. He is 72 years old. He immigrated to the United States at age 28 and has lived in Grove City near Columbus, Ohio since then. Hwidiem is considered the provincial capital (fill in information about the community or city as you can find). He was married but divorced after a traumatic brain injury. Since then, he has had many part-time jobs and studies his Bible faithfully. Grove City is a town in Ohio (fill in information about the city or community). Currently, he receives healthcare for his hypertension control. I met him 3 years ago at a senior citizens’ center where I volunteer.

**Academic Integrity Reminder**

College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Please see the grading criteria and rubrics on this page.

Note: Please use your browser’s File setting to save or print this page.

Rubric

NR394 Milestone_1 – May 2019

NR394 Milestone_1 – May 2019

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeDescription of individual and culture/community of origin

Provides first and last initials of individual; states profession and/or career choice of individual; describes specifically the country/community/city of birth and culture of origin of individual.

25.0 pts

Provides both the first and last initial of individual, age, profession or career choice; country of birth and thoroughly describes culture/community/city of origin.

22.0 pts

Provides first and last initial of individual age; gives general descriptions of profession or career choice; clearly describes culture/community/city of origin.

20.0 pts

Provides first and last initials of individual. Mentions specific culture/community/city but details are incomplete; fails to mention profession or career choice.

9.0 pts

Mentions individual by name instead of initials, which breaks confidentiality. Vaguely describes culture/community/city of origin and profession or career choice.

0.0 pts

Does not provide initials of individual; fails to mention profession or career choice; does not describe specific culture of origin.

25.0 pts

This criterion is linked to a Learning OutcomeTime in current community, and community

States the number of years individual has resided in your community. Provides a description of the individual’s current community.

20.0 pts

Indicates the number of years individual has resided in your community. Provides a detailed description of that community.

18.0 pts

Indicates the number of years individual has resided in the community. Provides a general description of that community.

16.0 pts

Indicates the number of years the individual has resided in this community. Provides a brief description of that community.

8.0 pts

Includes the number of years individual has resided in the community. Provides a vague description of that community.

0.0 pts

Does not include number of years individual has resided in the United States. Does not provide a description of that community

20.0 pts

This criterion is linked to a Learning OutcomeRelationship with individual

Describes how nurse is acquainted with individual.

10.0 pts

Thoroughly identifies the relationship of nurse to the individual, with details of how long each has known the other and the circumstances under which they met.

9.0 pts

Clearly identifies the relationship of nurse to individual but fails to describe the length of the relationship and circumstances under which they met.

8.0 pts

Generally identifies relationship of nurse to individual, but does not provide details of the length of the relationship or the circumstances under which each met.

4.0 pts

Vaguely identifies relationship of nurse to individual, but does not provide details of the length of the relationship or the circumstances under which each met.

0.0 pts

Does not identify relationship of nurse to individual.

10.0 pts

This criterion is linked to a Learning OutcomeExplains reasons individual was selected, and individual’s interaction with previous and current community’s healthcare system.

Explains details of why individual was selected that speak to individual’s culture and experiences with previous and current healthcare systems.

40.0 pts

Explains at least four reasons why the individual was selected that speak to the individual’s culture of origin and experiences with the previous and current healthcare system.

31.0 pts

Explains three reasons why the individual was selected that mention the individual’s culture and experiences with previous and current the healthcare systems.

28.0 pts

Explains two reasons why the individual was selected but does not include those that speak to the individual’s culture of origin or experiences with previous and current healthcare systems.

13.0 pts

Explains only one reason why the individual was selected but does not include those that speak to the individual’s culture of origin or experiences with the previous or current healthcare systems.

0.0 pts

Does not explain reasons individual was selected, or gives reasons that do not include the individual’s culture of origin or experiences with the previous or current healthcare systems.

40.0 pts

This criterion is linked to a Learning OutcomeMechanics

Mechanics and formatting with minimal errors of the following: correct grammar and spelling using complete sentences

5.0 pts

Excellent mechanics and formatting used with minimal errors of the following: – correct grammar and spelling using complete sentences

4.0 pts

Good mechanics and formatting used and consideration given to the elements listed in the first column.

3.0 pts

Fair mechanics and formatting used and consideration given to the elements listed in the first column.

2.0 pts

Poor mechanics and formatting used and consideration given to the elements listed in the first column

0.0 pts

Very poor mechanics and formatting such that paper is difficult to read.

5.0 pts

This criterion is linked to a Learning OutcomeTemplate Use

0.0 pts

0 points deducted

Correct template used.

0.0 pts

10 points (10%) deduction Incorrect template used or NO template used results in a loss of 10 points (10%).

0.0 pts

Describe the characteristics and qualities of effective interprofessional teams in terms of patient care and safety.

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Write a 3–4-page article that addresses the topic of interprofessional collaboration and teamwork in health care organizations.

The majority of health care leaders today state that interprofessional collaboration is essential for effective and efficient health care delivery. But this type of collaboration rarely occurs (Bankston & Glazer, 2013). In this assessment you will consider what it takes to develop truly effective interprofessional collaborative teams.

 

Requirements

You have been asked to submit an article to be published in your organization’s newsletter. After careful deliberation, you have decided to address the topic of interprofessional collaboration and teamwork in health care organizations, and how teams can be successful. Your article should be 3–4 pages in length, not including the title page and references page. Format this assessment following APA guidelines.

Complete the following in your article:

  • Explain what is meant by the term interprofessional collaboration from a nursing perspective. (Do not simply copy a definition from a dictionary or other resource!)
  • Describe the characteristics and qualities of effective interprofessional teams in terms of patient care and safety.
  • Describe the benefits and limitations of interprofessional teams for health care organizations, members of a team, and patients.
  • Explain the challenges of working in an interprofessional team.
  • Describe strategies to help people come together to function effectively as a collaborative team.
  • Explain how interprofessional teams define success. Consider how the definition might change based on the types of situations the team was formed to handle.

Additional Requirements

  • Include a separate title page and references page.
  • Reference at least three current scholarly or professional resources.
  • Use APA format.
  • Use Times New Roman font, 12 point.
  • Double space.

-Explain how an environment that supports EBP can be fostered in your future practice setting

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This assignment provides the opportunity for the student to continue development of a MSN EBP scholarly project that started with the identification of a nursing concern and PICOT/PICo question from Week 2. The focus of this assignment is to discuss the research-based literature support for the selected concern, identify an appropriate research design, explain the sampling method, and discuss implementation through the use of a change model.

Course Outcome:

This assignment enables the student to meet the following course outcome:

CO 1. Integrate evidence-based practice and research to support advancement of holistic nursing care in diverse healthcare settings. (PO 1)

CO 2. Integrate knowledge related to evidence-based practice and person-centered care to improve healthcare. (PO 2, 5)

CO #4. Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. (PO 1, 2, 3, 5)

CO #5. Analyze research findings and evidence-based practice to advance holistic nursing care initiatives that promote positive healthcare outcomes. (PO 1, 2, 5)

Due Date Sunday 11:59 PM MT at the end of Week Five

Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:

  • Monday = 10% of total possible point reduction
  • Tuesday = 20% of total possible point reduction
  • Wednesday = 30% of total possible point reduction

If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:

  • Monday = 10% of total possible point reduction
  • Tuesday = 20% of total possible point reduction
  • Wednesday = 30% of total possible point reduction

Total Points Possible: 250 points

Requirements

Description of the Assignment: This continues the development of a MSN EBP scholarly project by requiring the student to identify the additional elements of the process. The required elements are noted to be:

  • Research Literature Support (NOTE: Ten research-based references related to PICOT/PICo question are required)
  • Research Approach and Design
  • Sampling
  • Intervention

Criteria for Content

  1. Research Literature Support: In this section, comprehensive research literature support for the identified nursing concern and PCIOT/PICo question is to be provided. A minimum of ten (10) research-based references are required. The use of a systematic research review article as a reference is NOT allowed. All research studies are to be consistent with the selected concern and PICOT/PICo question. The PICOT/PICOT question is restated before presenting the research literature support. For each research-based reference the following information is to be discussed:
  • -Purpose of the research study
  • -Research approach that was used
  • -Data collection methods used
  • -Results of the research study
  • -One strength of the research study
  • -One limitation of the research study.
  • 2. Research Approach and Design: In this section, the student will identify the research approach that he/she plans on using for the EBP project as being either quantitative or qualitative. In addition, if the selected approach is quantitative, the student needs to identify if the design is experimental, quasi-experimental, or descriptive. If the selected approach is qualitative, the student needs to identify if the design is phenomenological, ethnography, grounded theory, or historical. A description of the selected design is to be provided as well as rationale for its selection. In addition one advantage and one disadvantage to the selected design is to be identified and discussed. Required content includes:
  • -Identification of the research approach that the student plans on using as either quantitative or qualitative
  • -Identification of selected quantitative research design by indicating if the design is experimental, quasi-experimental, or   descriptive
  • -Identification of the selected qualitative design by indicating if the design is phenomenological, ethnography, grounded theory,  or historical
  • -Description of the selected design
  • -Rationale for the selected design
  • -Identification of one advantage of the selected design
  • -Identification of one disadvantage of the selected design
  • -Provide scholarly reference(s) to support information about the selected research approach/design
  • 3. Sampling: In this section, the student will identify the sampling method to be used in order to obtain the necessary participants for the proposed EBP project. Discussion of participants’ rights as research subjects is also included. Required content includes:
  • -Describe the target population
  • -Identify the sampling method as being either probability or nonprobability
  • -Provide a complete description of the sampling procedure including:
    • Sample size
    • Inclusion criteria
    • Exclusion criteria
  • -Identify one advantage to the selected sampling procedure
  • -Identify one disadvantage to the selected sampling procedure
  • -Explain how participants’ rights will be protected including confidentiality, anonymity, protection from harm, and informed consent
  • -Provide scholarly reference(s) to support information about the selected sampling method
  • 4. Proposed Implementation with a change model: In this section, the student will apply the PDSA Change Model as the method to implement the proposed EBP practice solution/change. The required content includes:
  • -Describe the PDSA Change Model
  • -Explain why this change model is best suited for implementation of your evidence-based nursing practice solution/change
  • -Apply each step of the PDSA Change Model to implementing the proposed practice solution/change
  • -Explain how to overcome one barrier to the use of the EBP results from this project
  • -Explain how an environment that supports EBP can be fostered in your future practice setting
  • -Include a scholarly reference(s) for the PDSA Change Model

Preparing the Assignment

Criteria for Format and Special Instructions

  1. The additional sections to the proposal are not to exceed 15 (fifteen) pages. Be sure that all literature review articles are on your reference page. Points will be lost for not meeting these length requirements.
  2. Title page, running head, body of paper, headings, and reference page(s) must follow APA guidelines as found in the 6th edition of the manual.
  3. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson information may NOTbe used as scholarly references for this assignment. For additional assistance regarding scholarly nursing references, please see the Library Guide. Be aware that information from .com, .edu, and library websites may be incorrect and should be avoided. Please contact your faculty member for guidance concerning the acceptability of a website as a scholarly source. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved the use of the older reference.
  4. This assignment is the required submission to Turn It In™ (TII) for NR 505. To prepare for the final submission, students are encouraged to submit their assignments early. A similarity score of 24% or less is required for the final submission. Any other level of similarity index requires the student to revise the assignment before the due date and time. To allow sufficient time for revision, early submission of the assignment to TurnItIn™ is highly encouraged. The final submission will be graded by faculty. If the final TurnItIn™ report indicates that plagiarism has occurred, the Academic Integrity policy will be followed. Similarity scores of 25% or higher result in the implementation of the Academic Integrity Policy located in the Chamberlain College of Nursing Student Handbook.