1apa Issues In Nursing Paper Instructions For Introthis Paper Is Worth ✓ Solved

1 APA ISSUES IN NURSING PAPER INSTRUCTIONS FOR INTRO This paper is worth 100 points total. This must be submitted prior to the start of class on the assigned due date. There will be 5 points deducted for every day the assignment is late up to one week. After that point, the student will earn a score of "0" . (see syllabus for late work). Introduction ( 10pts) Introduce the topic AND your reason for choosing this topic .

Main topic - 45pts total This is divided into three sections: · Describe and discuss the topic (15pts) · Relationship to nursing (15pts) · The impact of topic on a specific population (could be cultural, the nurse, the health care profession, the student, education) different from the main focus. This could be positive or negative or both (15pts) Summary (10pts) Summarize your paper. Do not include any new information that has not been previously addressed in your paper. Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide insight to your topic (15pts) APA format (10pts) · 2 pts - You must have a title page and a reference page. · 1 pt – Page numbers · 1 pt - Citations within the body of the paper must be correctly cited and reflected in your Reference page. · 1 pt- References in the reference page must be correctly cited and found cited within the body of the paper. · 1 pt - Reference page needs to be in alphabetical order for the last name of the first author listed in the article or book, etc. · 1pt - You may have no more than ONE direct quote. · 1pt - APA 7th ed approved font and type set · 1pt -One-inch margins · 1 pt- Double space Grammar, spelling, punctuation (10pts) · 4 pts- Length of paper is 3-4 pages not including title page and reference pages.

MTH/575 v4 Mathematics Standards Tables MTH/575 v4 Mathematics Standards Tables Review your state’s elementary math standards. Choose the standards for the grade level that you select to complete for your guided field experience. Complete Parts 1- 3 below. Part 1: Unwrapping Standards Complete the table below using the elementary mathematics standards from your state. Choose three standards to Unpack.

Identify the strand addressed in each standard. Codes for common strands are listed below; not all strands are addressed at every grade level. Grade level: State: Mathematical Standard/ CODE Nouns (Reflects the Big Idea) (What Students Need to Know-) Verbs (Important Tasks, Actions, Skills) What the Students Need to Do-) Example - CCSS.MATH.CONTENT.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. - G shapes having specified attributes triangles, quadrilaterals, pentagons, hexagons, and cubes. To complete this standard students need to know what attributes shapes might have.

Students need to know what common attributes of shapes might include. They need to know the attributes of triangles, quadrilaterals, pentagons, hexagons, and cubes. Recognize and Draw Identify Students will need to look at shapes and then recognize the attributes. Students will need to be able to draw the attributes of shapes. Students will need to be able to identify triangles, quadrilaterals, pentagons, hexagons, and cubes by attributes.

Mathematics Strand Codes: · CC = Counting and Cardinality · OA = Operations and Algebraic Thinking · NBT = Number and Operations in Base Ten · MD = Measurements and Data · G = Geometry · NF = Number and Operations–Fractions · RP = Ratios and Proportional Relationships · NS = Number Systems · EE = Expressions and Equations · SP = Statistics and Probability Part 2: Translating Standards into a Measurable Objective – Kid-Friendly Language Complete the table below by creating a measurable lesson plan objective for the standards you chose above for learners in the grade level you selected. Mathematical Standard from Above Lesson Plan Objective in Kid-Friendly Language Example - CCSS.MATH.CONTENT.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. - G Lesson plan objective: By the end of the lesson, when given a worksheet with triangles, quadrilaterals, pentagons, hexagons, and cubes, Students, will accurately identify the correct shape with 90% accuracy.

Kid-Friendly Objective: When we are done with the lesson you will be able to point out the triangles, quadrilaterals, pentagons, hexagons, and cubes. Part 3: Adapt a Mathematical Practice for a Student with Learning Disability Complete the table below adapting one of the mathematical practices for a student with learning disability in math or dyscalculia. Mathematical Standard from Above Adaptations to the Mathematical Practices for student with Learning Disability in Math Example - CCSS.MATH.CONTENT.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. - G To help student with learning disabilities identify shapes attributes, I will provide them with manipulatives of the shapes. The shapes attributes will be labeled for easy reference.

Paper for above instructions

Issues in Nursing: Addressing Nurse Burnout

Introduction

The nursing profession, renowned for its dedication and commitment to patient care, faces a significant challenge: nurse burnout. This issue has garnered increasing attention due to its potential detrimental effects on healthcare outcomes, nurses' well-being, and patient safety. I chose this topic because, as a future nurse, the health and morale of nursing staff are paramount to delivering quality care. Burnout may lead to high turnover rates, decreased job satisfaction, and inadequate patient care. Addressing these issues is essential to fostering a sustainable healthcare environment (National Academies of Sciences, Engineering, and Medicine, 2019).

Description and Discussion of the Topic

Nurse burnout is characterized by physical, emotional, and mental exhaustion resulting from prolonged and excessive stress. It often manifests in feelings of cynicism, detachment from work, and reduced professional efficacy (Maslach & Leiter, 2016). The contributing factors are multifaceted and include high patient-to-nurse ratios, lack of administrative support, emotional strain from patient care, and insufficient staffing (Patel et al., 2020). These elements produce an environment where nurses feel overwhelmed and undervalued, ultimately leading to burnout.
The consequences of nurse burnout extend beyond the individual nurse; they affect the entire healthcare system. Research shows that burnout can lead to an increased risk of medical errors, compromised patient safety, and diminished quality of care. For example, a study by Dyrbye et al. (2017) highlighted a clear correlation between nurse burnout and higher rates of patient complications, including infections and medication errors. Furthermore, burnout affects workforce stability; high turnover rates in nursing lead to additional costs for healthcare organizations and create gaps in patient care continuity (McHugh et al., 2016).

Relationship to Nursing

Burnout is particularly relevant to the nursing profession due to the inherent demands of the role. Nurses are often on the front lines of patient care, facing emotionally charged situations and demanding workloads daily. They frequently navigate complex clinical scenarios while advocating for their patients’ needs, leading to emotional burdens that contribute to burnout (Maslach & Leiter, 2016).
Additionally, the COVID-19 pandemic has exacerbated stress levels among nurses, highlighting the urgent need for systemic change in the workplace to address burnout. Research by Shanafelt et al. (2020) revealed that as many as 50% of nurses reported experiencing significant levels of burnout during the pandemic. This added layer of stress has intensified conversations about mental health resources for nurses and the importance of creating resilient healthcare systems.
Moreover, the impact of burnout is not limited to the nursing profession itself. It has implications for nursing education, as educators must prepare students for the challenges they will face in practice. Ensuring that nursing students recognize and develop strategies for managing stress and avoiding burnout is critical to their future success as nurses (Bagnasco et al., 2020).

Impact on a Specific Population

Focusing on the specific population of new graduate nurses, burnout’s impact can be seen both positively and negatively. On the negative side, many new nurses report feelings of inadequacy and anxiety as they transition from education to practice. A study conducted by Waddill et al. (2018) noted that nearly 30% of new graduate nurses experienced burnout within their first year, leading to decreased job satisfaction and intentions to leave the profession (Sargent & Sedgwick, 2016).
Conversely, the increased awareness of burnout has led to more robust support systems for new nurses. Hospitals and healthcare organizations are beginning to implement mentorship programs, wellness initiatives, and dedicated staffing ratio standards to support new graduates (Labrague et al., 2017). These efforts can lead to a more supportive work environment and contribute to improved retention rates among new nursing graduates. Additionally, it encourages them to prioritize their mental health and well-being, fostering a more sustainable workforce.

Summary

In conclusion, nurse burnout is an urgent and complex issue that affects not only the nursing community but the healthcare system as a whole. Understanding the contributing factors, consequences, and solutions is vital for current and future nurses and healthcare providers. While the challenges associated with burnout can seem daunting, proactive measures and systemic changes can mitigate its effects. Increasing awareness and providing support systems for nurses, especially for new graduates, can foster resilience and sustainability within the nursing workforce.
Addressing this pressing issue is essential for improving patient outcomes, enhancing job satisfaction, and maintaining a healthy nursing workforce (National Academies of Sciences, Engineering, and Medicine, 2019). It is imperative that healthcare systems recognize the importance of mental health resources and support for nurses, ensuring they can effectively care for their patients while maintaining their well-being.

References

Bagnasco, A., Timms, C., & McCabe, S. (2020). The role of psychological resilience in managing burnout among new graduate nurses: A systematic review. International Journal of Mental Health Nursing, 29(2), 250-259. https://doi.org/10.1111/inm.12625
Dyrbye, L. N., Shanafelt, T. D., Sinsky, C., et al. (2017). Burnout among U.S. physicians: A detailed review of its causes and potential solutions. Current Opinion in Supportive and Palliative Care, 11(1), 16-24. https://doi.org/10.1097/SPC.0000000000000266
Labrague, L. J., McEnroe–Petitte, D. M., Leocadio, M. C., & Van Bogaert, P. (2017). Stress and ways of coping among nurse managers: A systematic review. International Nursing Review, 64(2), 187-196. https://doi.org/10.1111/inr.12378
Maslach, C., & Leiter, M. P. (2016). Burnout. A Guide to Identifying and Curing Stress in the Workplace. Harvard Business Review Press.
McHugh, M. D., & Ma, C. (2016). Improving nurse retention: Can a supportive work environment make a difference? Nursing Outlook, 64(4), 363-370. https://doi.org/10.1016/j.outlook.2016.03.004
National Academies of Sciences, Engineering, and Medicine. (2019). Burnout, Stress, and Medical Errors. The Disruptive Innovations to Advance Health Research and Engagement.
Patel, P. H., Galkin, A., & Sokolof, A. (2020). Critical care nurse perceptions of the personal health impacts of the COVID-19 pandemic: A survey study. Dimensions of Critical Care Nursing, 39(6), 285-290. https://doi.org/10.1097/DCC.0000000000000598
Sargent, L., & Sedgwick, M. (2016). Emotional intelligence and burnout in new graduate nurses. Journal of Professional Nursing, 32(6), 441-448. https://doi.org/10.1016/j.profnurs.2016.05.002
Shanafelt, T. D., Ripp, J., & Trockel, M. (2020). Understanding and addressing sources of anxiety and distress among health care professionals during the COVID-19 pandemic. JAMA, 323(21), 2136-2137. https://doi.org/10.1001/jama.2020.5899
Waddill, K., & Hong, M. (2018). The impact of job stress on burnout, job satisfaction, and turnover intention among new graduate nurses. Nursing Management, 49(3), 34-40. https://doi.org/10.1097/01.NUMA.0000520641.34025.e6