NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications

Walden University NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications                           

Whether one passes or fails an academic assignment such as the Walden University NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications                         

The introduction for the Walden University NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications                         

After the introduction, move into the main part of the NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications                         

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications                           

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications

As rightly stated in this Classroom Course, “patient rights, legal parameters, privacy issues, and other legal and ethical concerns must be identified and reviewed before implementation of projects; one of the roles of the nurse leader is to consider, manage and abide by all ethical and legal implications that may arise associated to the implementation of their practice change” (Walden Classroom, 2022). To implement change, the change team should assess the organization for best evidence recommendations to make sure that such change is doable and that barriers present can be overcome realistically (Dang et al, 2021). According to Harvin (2020), common code of ethics from project management leader include fulfilling commitments, honesty with communications and conducts, trustworthy, be responsible, respectful of oneself, listen to others and protect resources.

Ethical implications that may be associated to implementing my practice change include blaming others if things don’t go well, getting the wrong people on the teams just so that it makes the running smoothly and violation of basic workers’ rights. According to Majeed (2022), violation of basic workers’ rights include making workers work outside of their regular work hours with no pay compensation. As a project management leader, I plan to abide by ethical principles in that no stakeholder would be asked to work outside of their working hours without due permission from Management where they would get compensated if that being the case. I will be assuming responsibilities for any errors that occur in the implementation of my project as the project leader. There will be no violation of any organizational principles in the implementation of my project. Stakeholders on the project were selected due to their roles in the organization and in the implementation process and not because of friendship or social ties.  The interest of all stakeholders would be protected and communication will be prompt to avoid any delays to all stakeholders involved. Time is another ethical issue to consider in the implementation of my project. Thus, considerations have been put in place by allocating plenty of time to carry out tasks, assign tasks to specific and key personnel to mitigate this issue. Giving an accurate and up-to-date report to all stakeholders on the progress of the implementation process is another important ethical issue to be considered in project management.

References

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.

Harvin, H. (2020). Ethics to consider in project management.  https://www.henryharvin.com/blog/ethics-to-consider-in-project-management/

Majeed, M. (2022). Ethical issues related to project management. https://project-management.com/ethical-issues-related-to-project-management/

Shouche, S. (2008). Ethical project management. Paper presented at PMI® Global Congress 2008—Asia Pacific, Sydney, New South Wales, Australia. Newtown Square, PA: Project Management Institute. https://www.pmi.org/learning/library/ethical-dilemmas-project-management-7084

Sample Answer 2 for NURS 8503 Week 4 Discussion 2 Legal and Ethical Implications

Identification of Legal and Ethical Implications Associated with the Practice Change Implementation

As the project leader in the proposed project of implementing an educational intervention, it is crucial to identify legal and ethical issues that may impact the process. The project leader is responsible for determining the ethical problems affecting staff members and patients. They also should inform staff members and clients of ethical issues that can and do affect client care. The ethical implications of the proposed change are free-fair and voluntary participation in the training program. I believe that it is ethical to allow nurses to participate in the training at their will. Manti and Licari (2018) explain that in modern ethical conception, all research conducted on humans must be pre-emptively accepted by the subjects themselves. It requires legal and ethical procedures known as informed consent.

Consequently, the project training program participants will be requested to voluntarily confirm their willingness to participate in this program (Manti & Licari, 2018). The process of obtaining informed consent and ensuring voluntary participation is necessary to ensure that the participants have relevant information to participate in the program. Informed consent should be documented using a written, signed, and dated informed consent form (Manti & Licari, 2018).

Support and Resources for the Change Implementation

In the week two discussion, the potential barriers to implementing an educational intervention to enhance knowledge and awareness of pressure ulcers and pressure ulcer prevention have already been identified. These barriers need to be overcome, hence, the need to have enough support. The first support required for the proposed change is to apply DNP skills such as effective communication and buy-in from participants to participate in the training. As the project leader, I will support implementing the proposed change by being a change agent. I will also communicate to the participants the change’s vision and progress (Heinen et al., 2019).

Implementing the proposed change also requires time (Busca et al., 2011). The nurses participating in the training should be given enough time during the period. It means redesigning the work schedules to reduce working hours and allowing nurses to participate in the educational intervention (Dagne et al., 2021). The second resource needed to support the change is based on training materials and equipment. These resources include websites, whiteboard, flipchart, projector, slide shows, internet, zoom platform/application, infographics, and personal computer. The program requires document resources such as notebooks, booklets, guidelines, hospital protocols, and research articles to support the training process. Finally, it is essential to provide motivational resources to enhance nurses’ desire to participate in the training. There is a need to provide resources such as lunch and free transportation during the training to encourage participation.

Conclusion

By addressing the barriers identified for the proposed change and providing sufficient resources, I believe the change implementation will be successful. Support from the nursing staff and organizational leadership is crucial to the proposed intervention’s success (Markle-Reid et al., 2017). As the change champion, developing and communicating a clear vision for the project is essential for the proposed initiative. Where necessary, the participants need to be motivated through incentives such as free lunch and transportation during the training.

References

Busca, E., Savatteri, A., Calafato, T. L., Mazzoleni, B., Barisone, M., & Dal Molin, A. (2021). Barriers and facilitators to implementing nurse’s role in primary care settings: An integrative review. BMC Nursing, 20(1), 1–12. https://doi.org/10.1186/s12912-021-00696-y.

Dagne, A. H., Beshah, M. H., & Mukattash, T. (2021). Implementation of evidence-based practice: The experience of nurses and midwives. Plos One, 16, 8.

Heinen, M., Oostveen, C., Peters, J., Vermeulen, H., & Huis, A. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice. Journal of Advanced Nursing, 75, 11, 2378-2392.

Manti, S., & Licari, A. (2018). How to obtain informed consent for research. Breathe, 14, 2, 145-152.

Markle-Reid, M., Ploeg, J., Kelly, S. C., Dykeman, C., Andrews, A., Bonomo, S., Orr-Shaw, S., … Salker, N. (2017). Collaborative leadership and the implementation of community-based fall prevention initiatives: a multiple case study of public health practice within community groups. BMC Health Services Research, 17, 1.

NURS 8503 Discussion 1 Barriers and Solutions to Implementation Sample

Introduction 

Nursing practice and healthcare systems are faced with various clinical problems and challenges. Based on their education and training, health professionals, especially nurses, have a significant role in developing interventions and evidence-based practice (EBP) for these clinical issues. Nurses have a role to play in identifying clinical problems, collaborating with the healthcare team, conducting research on the best solution, and implementing the solution (Lockwood & Hopp, 2016). However, implementing evidence-based practice (EBP) solution is likely to face several barriers that the implementation must address to achieve the desired goal. In this discussion, the paper describes some of the barriers to implementing an educational intervention to enhance knowledge and awareness of pressure ulcers and pressure ulcer prevention among nurses and nursing assistants working in an assisted living facility. 

Barriers and Solutions to Implementation 

Barriers to the implementation of educational intervention refer to factors and hindrances that prevent the achievement of the anticipated outcome. The first barrier is insufficient time. A shortage of time is a barrier to implementing EBP because I have other roles and duties in the organization. In most cases, there are emergency activities, and nurses are few compared to the workload.   A possible solution to time constraints is to talk to my nurse manager and supervisor to dedicate some hours per day to work on the implementation of educational intervention (Dagne et al., 2021). 

The second barrier is based on the lack of sources at my site. An educational intervention requires resources such as books, booklets, guidelines, hospital protocols, books, research articles, and training modules. The lack of these resources can be resolved by convincing the nurse manager and stakeholders to allocate sufficient funds for the program. I can also discuss assessment options with other practitioners and the nurse managers to see if there are options for purchasing the training resources. 

The third barrier is based on the lack of motivation among healthcare professionals. There is no doubt that most healthcare professionals need motivation as one of the driving forces of implementing evidence-based practice (EBP) (Curtis et al., 2017). Personal derive and motivation for evidence-based practice (EBP) are crucial for the solution’s success. A possible solution to lack of motivation is to engage healthcare providers in implementing evidence-based practice (EBP) and provide a clear job description that increases their interest and motivation in doing their job (Dagne et al., 2021). The other barrier is based on the lack of collaboration among the healthcare team. The organization has a diverse team of healthcare professionals and nurses with different specializations. Therefore, getting the team to work together can be a challenge. Nevertheless, I will use buy-in approaches and recognize and align the team members to collaborate in implementing the solution (Markle-Reid et al., 2017). 

Conclusion 

By addressing the above-discussed barrier, I am confident that the proposed practice change for the identified problem of knowledge and awareness gap on hospital-acquired pressure ulcer (HAPU) prevention techniques using an educational intervention will be successful. The intervention will enable healthcare providers to have the skills and competency to manage and treat pressure ulcers. The healthcare providers will also be confident in using various approaches to handle hospital-acquired pressure ulcers (HAPU) among patients in assisted facility living. 

References 

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5–6), 862–872. https://doi.org/10.1111/jocn.13586. 

Dagne, A. H., Beshah, M. H., & Mukattash, T. (2021). Implementation of evidence-based practice: The experience of nurses and midwives. Plos One, 16, 8. 

Lockwood, C., & Hopp, L. (2016). Knowledge translation: What it is and the relevance to evidence-based healthcare and nursing. International Journal of Nursing Practice, 22(4), 319–321. https://doi.org/10.1111/ijn.12466. 

Markle-Reid, M., Ploeg, J., Kelly, S. C., Dykeman, C., Andrews, A., Bonomo, S., Orr-Shaw, S., … Salker, N. (2017). Collaborative leadership and the implementation of community-based fall prevention initiatives: a multiple case study of public health practice within community groups. BMC Health Services Research, 17, 1.