1) Minimum 9 full pages (Follow the 3 x 3 rule: minimum three paragraphs per part) Can write in the first person
Part 1: Minimum 3 pages
Part 2: minimum 3 pages
Submit 1 document per part
2)¨******APA norms
All paragraphs must be narrative and cited in the text- each paragraph
Bulleted responses are not accepted
Can write in the first person
Don’t copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 4 references per part not older than 5 years
Mandatory- Include
American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
Part 1: Ethical and Legal Aspect of Nursing Practice
Purpose :
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.
Organization:
a. Introduction:
Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy link with Ethical and Legal Aspect of Nursing Practice
b. Course Reflection:
Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course.
c. Conclusion:
An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies
Reflect about (Mandatory):
1. Demonstrate the professional standards of moral, ethical, and legal conduct.
2. Reflect on one’s own beliefs and values as they relate to professional practice.
3. Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations.
4. Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development.
5. Recognize the relationship between personal health, self-renewal, and the ability to deliver sustained quality care.
Part 2: Nursing and the Aging Family
Purpose :
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.
Organization:
a. Introduction:
Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy link with Ethical and Legal Aspect of Nursing Practice
b. Course Reflection:
Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course.
c. Conclusion:
An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies
Reflect about (Mandatory):
1. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in elderly patients, using developmentally and culturally appropriate approaches.
2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology in elderly patients.
3. Revise the plan of care based on an ongoing evaluation of patient outcomes.
4. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.
5. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.
