Discussion: Nursing Roles Graphic Organizer

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

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All advanced practice nurses have similarities and differences. They all must follow a code of ethics and guidelines, but their ethical application and focus differs. This writer will be comparing the differences of the clinical nurse leader and clinical nurse specialist. A clinical nurse specialist (CNS) tends to work in a trained specialty where the Clinical Nurse Leader (CNL) tends to work in care coordination and quality improvement (Nurse Journal, 2022). Although their education is different both have their master’s degree and must follow the code of ethics for the nursing profession.

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The CNL “brings evidence-based practice to the bedside, creates a culture of safety, and provides high-quality care” (DeNisco & Barker, 2019, p. 7). The CNL creates an ethical atmosphere and offers ethical guidance for staff. On the other hand, the CNS may work directly with the specialized patient population or work with the nursing staff. The CNS “analyzes the ethical impact of scientific advances, cost, clinical effectiveness on patient and family values, and preferences” (DeNisco & Barker, 2019, p. 9). Both roles evaluate and implement evidence-based practice to improve patient outcomes. They both will encounter ethical dilemmas throughout their career but will follow the same code of ethics.

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

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

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

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

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

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

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

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

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

Weekly Participation

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

APA Format and Writing Quality

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

Use of Direct Quotes

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

LopesWrite Policy

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

Late Policy

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

Communication

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

Course Code Class Code Assignment Title Total Points
NUR-514 NUR-514-O502 Nursing Roles Graphic Organizer 120.0

Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
Nursing Roles Graphic Organizer Criteria 100.0%
Comparison of Roles in Relation to Ethics 10.0% A comparison of roles in relation to ethics is not included. A comparison of roles in relation to ethics is present, but it lacks detail or is incomplete. A comparison of roles in relation to ethics is present. A comparison of roles in relation to ethics is clearly provided and well developed. A comprehensive comparison of roles in relation to ethics is thoroughly developed with supporting details.

Comparison of Roles in Relation to Education 10.0% A comparison of roles in relation to education is not included. A comparison of roles in relation to education is present, but it lacks detail or is incomplete. A comparison of roles in relation to education is present. A comparison of roles in relation to education is clearly provided and well developed. A comprehensive comparison of roles in relation to education is thoroughly developed with supporting details.

Comparison of Roles in Relation to Leadership 10.0% A comparison of roles in relation to leadership is not included. A comparison of roles in relation to leadership is present, but it lacks detail or is incomplete. A comparison of roles in relation to leadership is present. A comparison of roles in relation to leadership is clearly provided and well developed. A comprehensive comparison of roles in relation to leadership is thoroughly developed with supporting details.

Comparison of Roles in Relation to Public Health 10.0% A comparison of roles in relation to public health is not included. A comparison of roles in relation to public health is present, but it lacks detail or is incomplete. A comparison of roles in relation to public health is present. A comparison of roles in relation to public health is clearly provided and well developed. A comprehensive comparison of roles in relation to public health is thoroughly developed with supporting details.

Comparison Roles in Relation to Health Care Administration 10.0% A comparison of roles in relation to health care administration is not included. A comparison of roles in relation to health care administration is present, but it lacks detail or is incomplete. A comparison of roles in relation to health care administration is present. A comparison of roles in relation to health care administration is clearly provided and well developed. A comprehensive comparison of roles in relation to health care administration is thoroughly developed with supporting details.

Comparison of Roles in Relation to Informatics 10.0% A comparison of roles in relation to informatics is not included. A comparison of roles in relation to informatics is present, but it lacks detail or is incomplete. A comparison of roles in relation to informatics is present. A comparison of roles in relation to informatics is clearly provided and well developed. A comprehensive comparison of roles in relation to informatics is thoroughly developed with supporting details.

Comparison of Roles in Relation to Business or Finance 10.0% A comparison of roles in relation to business or finance is not included. A comparison of roles in relation to business or finance is present, but it lacks detail or is incomplete. A comparison of roles in relation to business or finance is present. A comparison of roles in relation to business or finance is clearly provided and well developed. A comprehensive comparison of roles in relation to business or finance is thoroughly developed with supporting details.

Comparison of Roles in Relation to Specialty 5.0% A comparison of roles in relation to specialty is not included. A comparison of roles in relation to specialty is present, but it lacks detail or is incomplete. A comparison of roles in relation to specialty is present. A comparison of roles in relation to specialty is clearly provided and well developed. A comprehensive comparison of roles in relation to specialty is thoroughly developed with supporting details.

Required Sources 5.0% Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

Visual Appeal 5.0% There are few or no graphic elements. No variation in layout or typography is evident. Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.

Presentation 5.0% The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Discussion: Nursing Roles Graphic Organizer