Fluent Essays

CAP Draft Instructions Students submit two drafts of their CAP paper during the term. The student’s clinical instructor reviews the drafts and provides feedback. Each draft earns a maximum of 5 points. Consult the “CAP Instructions and Rubric” document for guidance on content. 1st draft contains: · Introduction · Literature review of the topic/issue The first draft includes proper APA-styled citations for the articles referenced. It does NOT need to include an APA-styled title page; however, this is a requirement for the final paper. 2nd draft contains: · Literature review of the solution/interventions · Implementation/intervention The second draft includes proper APA-styled citations for the articles referenced. Instructor Feedback · These drafts are an opportunity for the instructor to tell the student if they are on the right track for content, writing, and formatting. · The drafts are not an opportunity to receive detailed corrections on content and APA style. Students are encouraged to seek writing/APA assistance from the APA Publication Manual, ResU’s lib guides, the Online Writing Lab (OWL) at Purdue, or through the TutorMe resource Grading criteria CAP drafts will be assessed using the following criteria. Late submissions will lose up to 10\% for every day submitted past the due date. 4-5 points: very good/good Draft follows all instructions; includes the required content contained in the CAP rubric. Writing is cohesive. Draft may have one or two deficiencies in completeness, content, writing mechanics, or APA format. 3 points: average Draft follows most instructions; includes most of the required content contained in the CAP rubric. Writing may need improvement. Draft has three or four deficiencies in content, writing mechanics, or APA format. 1-2 points: deficient Assignment is submitted but does not follow directions, lacks content, and/or is incomplete. 0 points: Nothing submittedCAP Instructions and Rubric Description :  The Clinical Application Project (CAP) is an opportunity for the BSN student to identify an issue, topic, or challenge that is relevant to their Role Transition clinical placement. The student will examine the research related to their topic and investigate the literature regarding a potential solution for, or intervention to improve, the issue. The student then creates a final project, intervention, or solution to their identified topic. They will present their work in a professional paper and electronic poster which will be presented via video. Step-by-step directions :  1. Identify a problem, issue, concern, or area for improvement relevant to your clinical setting. Consult with your RN preceptor and ResU clinical faculty regarding your topic. Your clinical faculty must approve the topic before work is initiated. 2. Educate yourself about the importance of your topic to nursing and your particular clinical placement. Whenever possible, you will want to include facts, statistics etc. relevant to your 3. Critically analyze the literature related to the area of concern. 4. Identify possible solutions to the selected area of concern, based on the evidence in the literature. 5. Review each for its strengths, weaknesses, and feasibility. 6. Select one solution. 7. Engage in the necessary work for this quality improvement project (e.g., develop a new form and identify approvals required for its use). Although students may not have enough time to actually implement their entire project or quality improvement activity, the final work product should clearly outline the plan for implementation, including a timeline. Students will provide evidence of their work by submitting the product of their (e.g., educational program outline, instructional pamphlet, nursing form, pocket resource, new policy, patient or family focused education, etc.) The student will create an electronic poster which visually represents the clinical application project. The e-poster displays similar components as the paper, but in a very concise and visually pleasing design. Further guidelines and instructions for the e-poster are included in the document entitled “e-Poster Creation”. The final paper and electronic poster are graded according to the specifics contained in the following grading rubric. Due to the pandemic, e-poster presentations will not take place on campus. Instead, students will present via video and upload to Brightspace. CAP Instructions and Rubric Grading criteria for PAPER Points Comments Introduction · Introduces topic and provides overview of the issue (2 pts.) · Discusses why this issue is pertinent to the particular unit/organization and what led student to choose the topic (2 pts.) · Identifies unit, manager, etc. support for the project (1 pt.) · Identifies how the project will specifically benefit the unit/organization (2 pts.) /7 Literature review: topic/Batalha EMSS, Melleiro MM, Borges EMN. Burnout and its interface with patient... J Nurs UFPE on line. 2019;13:e239641 https://doi.org/10.5205/1981-8963.2019.239641 BURNOUT AND ITS INTERFACE WITH PATIENT SAFETY BURNOUT E SUA INTERFACE COM A SEGURANÇA DO PACIENTE BURNOUT Y SU INTERFAZ CON LA SEGURIDAD DEL PACIENTE Edenise Maria Santos da Silva Batalha1, Marta Maria Melleiro2, Elisabete Maria das Neves Borges3 ABSTRACT Objective: it was sought to analyze scientific articles of the last ten years that address the relationship of Burnout in nursing workers with patient safety. Method: this is a descriptive bibliographical study, an integrative literature review developed in the EBSCOhost and in the Virtual Health Library from November to December, 2018. A critical analysis of the articles was performed and the results were presented in the form of figures. Results: ten articles were included in the review. It was noted that higher levels of Burnout were associated with lower levels of patient safety and with adverse events. Burnout was also associated with lapses in adherence to infection control and mediated the association between depressive symptoms and perception of patient safety. Strong Burnout was negatively associated with time- pressure at work and patient safety. Conclusion: there was a negative association between Burnout in nursing and patient safety. Emphasis should be placed on organizational and personal measures to prevent and minimize Burnout. Descriptors: Professional Burnout; Patient Safety; Nursing; Health; Occupational Health; Quality of Health Care. RESUMO Objetivo: buscou-se analisar artigos científicos dos últimos dez anos que contemplassem a relação do Burnout em trabalhadores de enfermagem com a segurança do paciente. Método: trata-se de estudo bibliográfico, descritivo, do tipo revisão integrativa da literatura, desenvolvido na EBSCOhost e na Biblioteca Virtual em Saúde, no período de novembro a dezembro de 2018. Realizou-se a análise crítica dos artigos e os resultados foram apresentados em forma de figuras. Resultados: incluíram-se na revisão dez artigos. Notou-se que níveis mais altos de Burnout estiveram associados a níveis mais baixos de segurança do paciente e a eventos adversos. O Burnout esteve associado também a lapsos na adesão do controle de infecções e mediou a associação entre os sintomas depressivos e a percepção de segurança do paciente. Associou-se negativamente o alto Burnout com a pressão de tempo no trabalho e a segurança do paciente. Conclusão: evidenciou-se associação negativa entre Burnout na enfermagem e segurança dos pacientes. Devem-se enfatizar medidas no âmbito organizacional e pessoal a fim de prevenir e minimizar o Burnout. Descritores: Esgotamento Profissional; Segurança do Paciente; Enfermagem; Saúde; Saúde do Trabalhador; Qualidade da Assistência à Saúde. RESUMEN ObSEPTEMBER/OCTOBER 201938 By Suzanne Waddill-Goad Managing Stress, Fatigue, and Burnout in Nursing It’s been nearly four decades since I was a nursing student. Still, I remember long days filled with activities: commuting to campus and clinical rotations, hours in class and study groups, as well as working a part-time job. When I transitioned to the workforce, my life seemed just as busy—working long shifts and overtime when necessary, and then moving into nursing leadership roles which seemed to require endless hours. While nursing is a rewarding profession, the work can be stressful. Competing priorities, pressures from both inter- nal and external sources, unpredictability, and unintended consequences add a layer of risk most other professions do not experience. These stressors can be felt by nurses and nursing students alike. The concept of stress was first identified in the 1930s by Dr. Hans Seyle. He dedicated his life’s work to study the body’s ability to adapt to stressful conditions. Unfortunately, most of the stress that people feel today is related to workplace condi- tions, and has progressively escalated in the last few decades (The American Institute of Stress, 2018). In 2017, the Centers for Disease Control and Prevention cited more than $3.3 trillion was spent on healthcare in the United States (U.S.). And, the cost of stress to U.S. businesses was es- timated to be well over $300 billion for injuries and untoward health consequences (Smith, 2016). Consequences of Stress, Fatigue, and Burnout Regrettably, nurses are prone to experience more work-related stress than the wider working population, and it often goes unnoticed (Nursing.org, 2019). Stress can be insidious; it has the potential to cause a host of health problems and negatively affect one’s well-being. Everyone knows what fatigue feels like, especially when you are a student. But too much stress can potentiate fatigue and result in burnout. According to The American Institute of Stress (2018), the severity of stress perceived depends on the magnitude of the demands and an individual’s sense of control. The term burnout was first coined in the 1970s by the psy- chologist Dr. Herbert Freudenberger to describe changes that he saw in mood, attitude, motivation, and personality (Michel, 2016). Today, it is commonly referred to as a problem in the social environment where people work, with both personal and organizational precursors. Burnout has been studied for nearly 50 years and encompasses more than 100 symptoms. The most commonly used defini- tion is from Maslach and Jackson (1981) who defined burnout as “a syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment.” More contemporary definitions include loss of engagement. NSNA IMPRINT® y www.nsna.org 39 Nurse researcher Nuria O’Mahoney (2011) summarized decades of research and the costly significance of nurses’ burnout in the jou