Assignment: Ventilator-Acquired Pneumonia

Assignment: Ventilator-Acquired Pneumonia
Assignment: Ventilator-Acquired Pneumonia
In a 2-page paper, explore how economic, legal and political factors can impact patient outcomes (for example: ventilator-acquired pneumonia).
APA format required. Use three, level-one headings to organize the paper. See guidelines and rubric for written assignments.
Paper requires a minimum of two references: one from a peer-reviewed NURSING journal (less than 5 years-old) and one from the course textbook.
Polit, D. E & Beck, C. T. (2018). Essentials of nursing research: Appraising evidence for nursing practice(9th. ed.). Philadelphia, PA: Wolters Kluwer
Professional, governmental, or educationalorganizations (.org, .gov, or .edu) may be used as supplemental references.
The nurse uses Reed’s Self-Transcendence Theory to focus nursing activity for Mr. M. on facilitating self-transcendence. Based on the assessment, what intrapersonal strategies might be appropriate?
Which interpersonal strategies might be appropriate during follow-up visits to facilitate connecting to others?
Classroom Activity 2-1
Divide into small groups and give each group a copy of the same case study. Assign a different nursing theory to each group and ask the groups to develop a plan of care using the assigned nursing theory as the basis for practice. Each group should share its plan of care with the class. Discuss the differences and similarities in the foci of care based on each of the selected theories.
Classroom Activity 2-2
Think about the metaparadigm concepts of nursing. Draw each of the concepts in relation to the other concepts to show your ideas of how each of the concepts interfaces with the others. Present your “conceptual model” to the class and discuss your ideas about each of the concepts represented. This activity works best if you use colored pencils, crayons, or markers and a large piece of paper or newsprint. Actual student examples are presented in Figure 2-1 and Figure 2-2.
Figure 2-1 Student conceptual model. Used with permission of Heather Grush.
Figure 2-2 Student conceptual model. Used with permission of Linzee McGinnis.

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