Chat with us, powered by LiveChat advance, Leadership and education teaching (Due 24 hours) | Economics Write

1) Minimum 6 full pages  (Follow the 3 x 3 rule: minimum three paragraphs per part)

             Part 1: Minimum 1 page
             Part 2: minimum 1 page
             Part 3: Minimum 3 pages 
             Part 4: minimum 1 page

Submit 1 document per part

2)¨******APA norms
          All paragraphs must be narrative and cited in the text- each paragraphs
          Bulleted responses are not accepted
          Dont write in the first person 
          Dont copy and pase 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 3 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Q 1. Nursing is XXXXX
Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 
Part 1.doc 
Part 1: Advance Primary Care 

Read the following article (Check file 1) /sites/default/files/userfi les/for_providers/NP_ Malpractice_FAQ_NS O.pdf
1) List the elements of malpractice and give examples of each element in professional nursing practice, including ways to avoid or lessen the potential of future malpractice cases.

Part 2: Nursing Leadership

 1. Describe the characteristics of performance-driven team. 
2. Describe the difference between intrinsic and extrinsic motivation 
3. Explain why it is important in understanding the types of motivation when it comes to team performance.

Part 3: Nursing Leadership

You will propose a quality improvement initiative from your place of employment that could easily be implemented if approved. Assume you are presenting this program to the board for approval of funding. Write an executive summary to present to the board, from which the board will make its decision to fund your program or project. Include the following:

Topic:  Medication errors
Site: The Palace at Home- Home Health

1. The purpose of the quality improvement initiative.
2. The target population or audience (novice Nurses).
3. The benefits of the quality improvement initiative.
4. The interprofessional collaboration that would be required to implement the quality improvement initiative.
5. The cost or budget justification.
6. The basis upon which the quality improvement initiative will be evaluated.

Part 4: Education Teaching (Check File 2)

This is an Education Teaching project for novice nurses who must face the death of pediatric patients in the intensive care unit.

Topic: Nurses Coping Capacity in The Face of Death in Pediatric and Neonatal Intensive Care Units
Your Role: Nurse educator
Audience: Novice nurses, recent graduates in their 30s and 40s

1. Provide a list of 5–7 questions that you will ask during your lesson. 

2. Provide questions that are based (Check File 2):
a. Student demographics (2)
b. lesson objectives (2)
c. learning levels and styles (2)
d. potential classroom management situations (2): Student disruptions and Learning abilities or disabilities. 

3. Why will you use these strategies with your students? 
4. What answers do you expect to receive?

Position Statement on
Malpractice Insurance for
Nurse Practitioners
The National Association of Pediatric Nurse Practi-
tioners (NAPNAP) recognizes that nurse practitioners
(NPs) need access to affordable and adequate malprac-
tice insurance, also called medical professional liability
insurance, to protect themselves and their patients.

Advanced practice registered nurses (APRNs) are
gaining practice autonomy and responsibility in an in-
creasingly complex health care delivery system. NPs
have a responsibility to protect the individuals they
care for and themselves by practicing within the scope
of practice as mandated by state statute, rules, and reg-
ulations (Balestra, 2012; National Council of State
Boards of Nursing, 2014). It is recognized that as the
workforce has grown, the number of malpractice
claims involving nurse practitioners has increased;
however, the percentage of claims has remained
stable and is the lowest among health care
professionals (LeBuhn & Swankin, 2010; Miller, 2011).

Malpractice insurance protects health care providers
and the individuals for whom they provide care. The in-
clusion of license protection defense is another impor-
tant component of malpractice insurance that is
designed to protect NPs in the event of regulatory or dis-
ciplinary action (Balestra, 2012). Although an employer
may provide malpractice insurance coverage, it may
not fully protect individual NPs or their APRN license.
Adopted by the National Association of Pediatric Nurse

Practitioners’ Executive Board on February 17, 2015. This

document replaces the 2009 NAPNAP Position Statement on

Malpractice Insurance for Nurse Practitioners.

All regular position statements from the National Association of

Pediatric Nurse Practitioners automatically expire 5 years after

publication unless reaffirmed, revised, or retired at or before
that time.

Correspondence: NAPNAP National Office, 5 Hanover Square,

Suite 1401, New York, NY 10004.

J Pediatr Health Care. (2015) 29, A11-A12.

Therefore, NPs are encouraged to analyze employer-
provided coverage to determine whether carrying indi-
vidual malpractice insurance is warranted (Barry, 2006;
Buppert, 2007; Liguori & Jones, 2006). NPs have a
responsibility to understand the malpractice risks in
their own work setting and to be aware of the type of
coverage afforded by their employer-provided and/or
individual malpractice policies.
NPs provide a range ofservicesand activities that have

the potential to affect their patients, positively or ad-
versely. Patients have legal rights to receive adequate
and appropriate diagnosis and treatment or referral to
a specialist that is consistent with the expected stan-
dard of care (National Association of Insurance
Commissioners, 2014). If they believe they have not re-
ceived such care from the NP, they can file a legal claim
against him/her. Complaints may also be registered at
state Boards of Nursing (Balestra, 2012). Some of these
claims may be warranted, and if the claim is so judged,
malpractice insurance can pay for the NP’s legal fees
and pay the patient damages awarded and legal fees
that are assessed by the defense and prosecution, subject
to the limits of the policy or policies. Any claims resulting
in a monetary settlement or judgment are also subject to
reportingintheNationalPractitioner Data Bank(NPDB).
The NPDB is subject to review with licensure, hiring, or
certification to participate in government programs such
as Medicaid. Provider identification within the NPDB is
viewed as reflective of negative past performance and
has implications foranNP’sfuture practice opportunities
(Jordan, Quraishi, & Liao, 2013). Therefore, it is impor-
tant for protection of both the NP and the public that
NPs understand the implications of both malpractice
claims and settlements and for NPs to be covered by ad-
equate malpractice insurance.
NAPNAP advocates that:

� All NPs should have access to affordable malpractice
insurance. NAPNAP supports affordable insurance
rates for NPs.
July/August 2015 11A

� Employers have a responsibility to provide malprac-
tice insurance coverage to NP employees.

� NPs have the responsibility to understand the Nursing
Practice Act and malpractice laws in the state(s) in
which they are licensed and/or practicing.

� NPs have the responsibility to understand the mal-
practice coverage requisites applicable to their provi-
sion of professional health care services.

� NPs have an obligation to consider the role of license
protection coverage as it relates to their malpractice
insurance policy.

� NPs should obtain continuing education in risk as-
sessment and reduction on a regular basis.

� NP programs should incorporate education related to
risk assessment, liability, and malpractice insurance

� Research and data collection related to NP malprac-
tice liability should continue and be published to im-
prove NPs’ knowledge about malpractice.

� NPs should support legislation at the state and na-
tional level to ensure malpractice insurance is afford-
able and obtainable for all health care providers.

NPs have a responsibility to ensure that the malprac-
tice insurance coverage applicable to their provision of
professional health care services is sufficient to protect
themselves and the individuals they care for. NAPNAP’s
mission is to empower pediatric nurse practitioners and
their health care partners to enhance child and family
12A Volume 29 � Number 4
health through practice, leadership, advocacy, educa-
tion and research.

The National Association of Pediatric Nurse Practi-
tioners would like to acknowledge the contribution of
the Professional Issues Committee and the following
members for their contribution to the revision of this
statement: Kristin Hittle, MSN, RN, CPNP-AC, CCRN,
Professional Issues Chair; Melanie Balestra, MSN,
CPNP, JD; Mary Chesney, PhD, RN, CPNP, FAAN, NAP-
NAP President; and Tracy Nichols, MSN, CPNP.
Balestra, M. (2012). The best defense for registered nurses and nurse

practitioners: Understanding the disciplinary process. Journal
of Nursing Law, 15(2), 39-44.

Barry, P. (2006). Perspectives on private practice. Professional
malpractice insurance and practicing within professional guide-
lines. Perspectives in Psychiatric Care, 42, 201-203.

Buppert, C. (2007). Arguments for having your own insurance. The
Journal for Nurse Practitioners, 3, 590-592.

Jordan, L. M., Quraishi, J. A., & Liao, J. (2013). The national practi-
tioner data bank: What CRNAs need to know. AANA Journal,
81(2), 97-102.

LeBuhn, R., & Swankin, D. A. (2010). Reforming scopes of practice:
A white paper. Retrieved from

Liguori, R., & Jones, D. (2006). Report of the NAPNAP malpractice
insurance survey: Do you know if you are covered? Journal of
Pediatric Health Care, 20, 143-147.

Miller, K. (2011). Malpractice: Nurse practitioners and claims re-
ported to the national practitioner data bank. The Journal for
Nurse Practitioners, 7(9), 761-763, 773.

National Association of Insurance Commissioners. (2014). Medical
professional liability insurance. Retrieved from http://www.

National Council of State Boards of Nursing. (2014). Nurse practice
acts guide and govern nursing practice. Retrieved from
Journal of Pediatric Health Care

Position Statement on Malpractice Insurance for Nurse Practitioners



Coping strategies of nurses in the ICU when faced with the death of pediatric patients.

Coping strategies of nurses in the ICU when faced with the death of pediatric patients.

Objectives for and standards of the lessons

Patient-centered Care: Show empathy with the grief of the patient’s relatives.
Teamwork and Collaboration: Demonstrate assertive communication with family members and other professionals at pediatric patients’ end of life.
Evidence-Based Practice: Adequate ability to understand the concept of diagnosis, grief, and death
Quality Improvement: Identify risk factors and precipitants to reduce the probability of recurrence in future cases.
Safety: Minimize the suffering of the pediatric patient through Best-practice.
Informatics: Report all events surrounding the patient’s death.

Nursing theory

The theory that will be used to guide the lesson is Elisabeth Kuebler ross’s nursing theory. The Elisabeth Kuebler Ross nursing theory was proposed in the 1960s where she proposed five distinctive stages that people go through after they have lost a loved one. In the theory, the first stage is the denial stage, which helps people who have lost loved ones to reduce pain. The second stage is anger which is a common emotional feeling when one starts to ask why the beloved person died. In this stage, people who lost a loved one try to adjust to a new situation that might be hard for them. The third stage is bargaining, where people tend to bargain with anything around them so that they can be able to relieve the pain they are feeling. The fourth stage of grief is depression that develops as the events of loss sink into an individual. The last stage of griefing is acceptance, where people acknowledge that they have lost a loved one and plan on how to move on with life without the person (Corr, 2018S).

Describe student audience

Novice nurses in pediatric ICU unit with basic practical functions and support to experienced nurses. These nurses lack experience with pediatric patients in the ICU unit; hence they are undertaken through general rules that will enable them to perform various procedures.

Demographics of the student nurses

The nurses are aged between thirty years and forty years. The nursing group comprises both men and women who have little or no experience in ICU pediatric.

Interventions may be needed to account for varied learning styles.

In the learning process, the educator will need to involve different interventions to account for the different learning styles. Therefore, VARK MODEL will be used to identify the transverse learning style in the group. One of the interventions is to know and understand the students’ different learning abilities. Once the appropriate learning style for the group has been identified, the educator will provide unique experiences that allow the learners to think critically to understand the concepts being taught. Also, the learners will work on their own and use the multisensory approach to grasp the concepts discussed in the topic.

How to present information to students?

One of the ways to be present information to the students is through taking the multisensory approach. Using a multisensory approach allows tot the educator to provide the learners with real-clinic examples to understand the concepts of grief, dead, end life. The use of multi-visuals as videos will help in presenting information to the students. Another way to present information to the students is through the use of digital printable materials that are easily accessible to the students.

What visuals will you source, and how will you relay the content clearly and concisely?

One of the visuals that I will source Is the PowerPoint presentation. With PowerPoint presentation, I will relay information clearly and precisely through slides containing information in point form and explained well in the speaker notes section about pediatric death. The slides will also contain graphic images, which will help the learners understand the concepts addressed in each slide. Another visual that I will use are charts that include the various information about risk and precipitants factor related to pediatric death. The charts will have drawings and explanations of what the drawings are about. I will relay the content clearly and concisely by ensuring that the language used in the video is common with the learners and the speaker is audible enough.

Preliminary ideas for assessing students, both informally during the lesson and a summative component that can be administered upon completion of the lesson or unit

One of the preliminary informal assessment methods that I will use in class is quizzes and questions that I will be asking in class. Another preliminary informal assessment method is writing samples. The writing samples during the class period will help to reflect the understanding of each learner. Also, discussion questions will help assess the learners. The summative components that I will use to assess the students include the mid-term and end-of-term exams, which will be administered at specific intervals throughout the learning period. I will use a cumulative project paper that will be developed within a specified period to determine the students’ understanding of concepts learned.

A list of materials that you will reference or hand out during your lesson

The materials that I will hand out during the lesson include;
· Cengiz, A., & Yoder, L. H. (2020). Assessing nursing students’ perceptions of the QSEN competencies: A systematic review of the literature with implications for academic programs. Worldviews on Evidence-Based Nursing, 17(4), 275-282.
· Corr, C. A. (2018). Elisabeth Kübler-Ross and the “Five stages” model in a sampling of recent American textbooks. OMEGA – Journal of Death and Dying, 82(2), 294-322.
· Khraisat, O., Alakour, N., & O’Neill, T. (2017). Pediatric end-of-life care barriers and facilitators: Perception of nursing professionals in Jordan. Indian Journal of Palliative Care, 23(2), 199.
· Kirschen, M. P., Francoeur, C., Murphy, M., Traynor, D., Zhang, B., Mensinger, J. L., Ichord, R., Topjian, A., Berg, R. A., Nishisaki, A., & Morrison, W. (2019). Epidemiology of brain death in pediatric intensive care units in the United States. JAMA Pediatrics, 173(5), 469.
· Rodríguez-Rey, R., Palacios, A., Alonso-Tapia, J., Pérez, E., Álvarez, E., Coca, A., Mencía, S., Marcos, A. M., Mayordomo-Colunga, J., Fernández, F., Gómez, F., Cruz, J., Barón, L., Calderón, R. M., & Belda, S. (2017). Posttraumatic growth in pediatric intensive care personnel: Dependence on resilience and coping strategies. Psychological Trauma: Theory, Research, Practice, and Policy, 9(4), 407-415.
· Zheng, R., Lee, S. F., & Bloomer, M. J. (2017). How nurses cope with patient death: A systematic review and qualitative meta-synthesis. Journal of Clinical Nursing, 27(1-2), e39-e49.

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