What relationship(s) do you find between middle-range nursing theories and evidence-based practice Nursing Essay

What relationship(s) do you find between middle-range nursing theories and evidence-based practice? Provide one example that uses a specific middle-range theory to support your views. As you begin, please reflect on the following relevant course/program outcomes: Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions, comprehensiveness, and utility to advanced nursing. (PO #1) Examine instances where theory is used to guide the development of new knowledge and implementation of evidence-based practice. (PO #6) As, you prepare your response, you need to select a middle range nursing theory. You will also need to substantiate why this is a middle range theory. What characteristics does the theory have that make this the case? Refer to McEwen (2011, Chapter 10) for a guide in evaluating the characteristics of your theory. You may need to go to the library and examine the literature for tangible example of how your chosen theory has been applied within the realm of evidence based practice. Be sure to cite the scholarly reference that you discover. I look forward to your post. Reference McEwen, M. (2011). Overview of selected middle range theories. In M. McEwen & E.M. Wills (Eds.), Theoretical basis for nursing (3rd ed.; pp. 220-247). Philadelphia, PA: Lippincott, Williams, & Wilkins.

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Certificate III in Aged Care Core Unit: Support older people to maintain their independence Nursing Essay

This Task session preparation when requires which topic is CHC30212 Certificate III in Aged Care Core Unit CHCAC317A Support older people to maintain their independence this reference need in Question 4 Release: Task Prepare for three training sessions 1. Plan your sessions (approx. 250 words) • Choose a company and determine three (3) training sessions you will now develop and deliver for your two different groups of learners (a minimum of 8 learners in each group). The duration of each session must be a minimum of 40 and a maximum of 60 minutes. • Two (2) of the three (3) sessions must be consecutive sessions. Your programs must relate to a unit of competency or benchmark (eg Standard Operating Procedure). • Identify the work group and individual learning needs and characteristics (for both groups). • Identify specific resources and equipment as well as support services available for learners with special needs. • Comment on your knowledge of the industry and subject matter you will be delivering. • Conduct a VARK analysis with your learners (refer to Participant Workbook pp16-17 and www.vark-learn.com) and present the results in table format. • Identify three different learning theories and explain how they apply to your learner group. 2. Work, Health and Safety issues • Conduct and document a hazard inspection of the proposed learning environment/s. Use a training environment hazard inspection checklist (such as the checklist in Appendix 1 or your workplace checklist) to guide you. • Meet with relevant persons (such as WHS representative, training staff or manager) and agree on the priority of each hazard. • Develop a risk management plan (using the template in Appendix 2). For each risk, specify the agreed action, priority assigned, person responsible and target date for completion. 3. Other constraints or risks (approx. 150 words) • Consider and assess other constraints or risks related to your delivery and any other legislation and policy requirements (such as policies in the workplace, codes of practice, anti-discrimination legislation) that may impact on your learner group. 4. Develop session plans • Develop your session plans. Use the sample template in Appendix 3 as a guide. • There are three sessions in total. Each session must have different learning outcomes. o Two consecutive sessions – must show the link socw 6060 Individual vs Structural-Cultural Theories between session 1 and session 2 (refer to GLOSSS/OFF) – for Group 1 o A third session for Group 2 o Programs must relate to a unit of competency or benchmark (eg Standard Operating Procedure) o The duration of each session must be a minimum of 40 and a maximum of 60 minutes. Your session plans will guide you when facilitating and need to: o detail the learning outcomes (what you plan to achieve) and how these will be achieved o be sequenced according to GLOSSS and OFF o use a range of delivery techniques, including demonstrating and instructing (the DEDICT technique), and coaching (refer to Topic 3 in the Participant Guide for TAEDEL301A) – incorporate presentation aids and technology (e.g. SMART Board, computer equipment and peripherals for on-screen presentations). o at least 2 presentations need to be electronic (e.g. PowerPoint presentation, computer displays, online) o detail the learning resources and materials to be used o describe learning activities and methods to be employed o nominate timelines and duration for each learning activity o identify assessment points, methods and tools o incorporate adult learning principles as you select and develop learning materials and activities. 5. Prepare learning resources • Prepare the learning resources you have identified in your session plans. As part of your preparation you need to contextualise existing learning materials and develop new learning material to meet the needs of your different learner groups (refer page 42-43 of Participant Guide TAEDEL401A). • Include details of author, date created, file name and version control (refer page 43 Participant Guide TAEDEL401A). • Your PowerPoints must be presented to your assessor as handouts (attach as an appendix). Handling transitions: ? legal requirements ? communicating with parents ? communicating with child ? supervision. ? application of basic knowledge of hand-over processes and legalities, etc. ? application of knowledge of centre’s health and safety procedures (medication procedures, contagions) ? application of knowledge about child development/separation behaviour ? oral communication skills to persuade and influence, create a welcoming climate ? note-taking skills to record information about child from parents about medications, behaviour, changes to arrangements. CHCCS400A CHCCN301A CHCIC301D Nutrition: ? serving food appropriate to age and interests of children ? food groups and recommended daily intakes (RDIs) ? allergies ? cultural preferences ? age appropriate foods. Contextualising learning materials All facilitators need to be able to modify or contextualise commercially available learning materials to cover gaps, or to meet the needs of a particular group of learners. In some cases, they may need to develop new learning materials if nothing suitable exists. Contextualising materials and content is making the materials and content fit with regulatory, industry, workplace and learner requirements. This could mean using materials from the worksite or learning environment and/or adapting existing materials to make them easier to understand. Contextualised material is easier to learn because it is familiar and relates to prior workplace and learning experiences. It is easy to deliver because it supports regulatory frameworks. Contextualising content and materials means altering materials according to: ? capabilities of the learners including: ? prior knowledge, skills and learning experiences ? disability and inclusiveness issues ? learning objectives. ? numbers in the group ? the learning objectives of the organisation ? learning environment ? facilities and materials ? facilitator’s experience and knowledge ? delivery rules and regulations ? workplace or learning environment rules and procedures. Materials are simple to create, especially with the support of technology. The following tips may help you to develop effective and appropriate learning materials or to modify existing materials to fit workplace and learner contexts. General tips for presenting materials Tips for presenting materials include: ? have clear learning outcomes and objectives ? read, check and consider existing materials with your learners in mind ? use familiar contexts and material from the workplace or learning environment to supplement or replace existing material ? keep writing and presentation styles simple ? keep it relevant ? consider the layout – make it as clear as possible ? use visual reinforcement ? observe copyright laws ? make sure you proofread your work – spell checkers don’t fix everything ? get someone else to proofread if possible ? apply version control to your materials, giving them a date and version number that you change when you review and update or materials, change the version number. Overhead and PowerPoint slides are best developed with: ? a readable font size; around 28 point font ? no more than six words per line ? no more than four to six lines per slide ? key points only ? two to three colours only ? special effects that are ‘special’, not applied to every slide. 6. Finalise delivery details (approx. 100 words) • Finalise your learning materials and organise the facility, technology and equipment needs. Confirm the details of your delivery plan with your client/s for final approval. • Summarise your final arrangements Prepare an email/memo to key personnel detailing the following: o learning program name; content; participants; expected outcomes to be achieved; delivery methods and presentation strategies; dates; times; location of training; any foreseeable issues or constraints; assessment approach and learning resources to be used. o how your delivery approach meets the characteristics of your target audience. o how you are going to evaluate that learner needs are being met. o the processes for determining risk management. • Prepare an email invitation to learners providing location, date and time; session outcomes. Please note: You are now ready to submit Assessment 1. What to send to OTEN ??Answers to Points 1 and 3 (approximately 400 words) ??Hazard inspection checklist (Appendix 1) ??Risk management plan (Appendix 2) ??3 session plans ??Resources for each session including PowerPoints prepared as handouts ,2 emails detailing final delivery details (approximately 100 words) I give you the appendix: 1, 2, 3 Appendix 1 TRAINING ENVIRONMENT HAZARD INSPECTION A hazard inspection and risk assessment is essential PRIOR to conducting your training. Please use this checklist (or one you might already use in your workplace) to identify potential hazards in your training environment. Name of person completing checklist: Date completed: Training location: Item Yes No Comment Emergency procedures • Exits clearly signed and unobstructed • Evacuation plan current • Clear to participants • Exit doors are able to be opened from inside Fire extinguishers and hose reels • Visible and unobstructed • Sign posted • Mounted at grab height • Testing date in timeframe • Sprinklers are fitted Electrical • Power sockets are free of obvious defects • Power cords are free of obvious defects • There is no piggy backing of adaptors • Cords are secured where necessary • Cords have safety check sticker • Power saving options for lights and equipment are available First aid • First aid kit sign posted • First aid kit accessible • First aid kit fully stocked • First aid officer contacts identified Floors and walkways • Surface is even • Carpets are in good condition • Clear and unobstructed • Stairs have hand rails • Stairs have non slip surface Lighting • All areas well lit • Adequate lighting is provided to complete tasks • Light fittings are secure • Globes/tubes working Ergonomics • Chairs are suitable height • Chairs can be adjusted to suit learners • Chairs are in good condition with no obvious defects • Office equipment is located to avoid glare and adjusted to avoid strain • Workspace is adequate to enable ease of movement • Workspace is uncluttered • Cords and cables are secured neatly • Adequate legroom under work station • All participants can see board presentations unobstructed Ventilation • Well ventilated with windows that open and close • Air conditioning operational and can be climate controlled Materials & Equipment (if applicable) • Equipment is safe to use • Instructions on use of chemicals are easy to access • First aid instructions for chemical incidents is accessible Other hazards relevant to your workplace General comments __________________________________________________