See attach

Please see attached instructions 

Title: Teaching prioritization: “Who, what, & why?”

Author: M

.

A. Jessee

Year of publication: 2019

Journal: Journal of Nursing Education, volume 58, issue 5, pages 302-305.

Discusses a method of recognizing complex patient situations, prioritizing nursing

actions, and providing safe patient care.

After you select your article from the approved list, you will complete a one – two-page summary of the article and

reflection. The paper should be completed in APA 7th edition format and include the following:

 Page 1: A cover page (not included in the page number requirement)

 Pages 2-3:

o A one paragraph introduction.

o The summary of the article based on the rubric must include:

 A level one heading labeled “Summary of Article”.

 One direct quote from your reference, appropriately cited as per APA within the text of the paper.

 One indirect quote (or paraphrased quote) appropriately cited as per APA within the text of the paper.

o A one paragraph conclusion. This should include a level one heading labeled “Conclusion”.

o The reflection should be in a separate paragraph with a level one heading labeled “Reflection”. This is the

ONLY portion of the paper that can be written in first person. This should also be the last paragraph of the

RUA.

 Page 3 or 4: A reference page appropriately formatted using the APA 7th edition.

.

Hey, I don’t have the book. I was trying to order it.

You can write about the need for a tool kit for new nurses for safe/efficient care. Includes the

necessity of embracing personal support (peers, mentors, teamwork, orientation) and

system supports (EHR, Smart pumps, etc.

I was able to pull this offline so you can give an idea.

Teaching Prioritization: “Who, What, & Why?”

Mary Ann Jessee

· PMID:

 

31039266

 

· DOI: 

10.3928/01484834-20190422-10

Abstract

Background: New graduate nurses must be equipped to prioritize the needs of multiple complex patients and intervene on problems causing the highest risk of adverse outcomes. Targeted and theoretically supported strategies to teach prioritization without significant change to clinical education structure are needed.

Method: A structured, scaffolded prioritization exercise using individual and peer-learning strategies engages prelicensure nursing students in purposeful practice prioritizing care needs for individuals and groups of patients. The exercise uses students’ assigned clinical patient data, during existing clinical conference sessions, across a three-semester clinical course sequence with baccalaureate-level prelicensure nursing students.

Results: Students appreciate the peer learning and coaching provided by instructors during this activity. Instructors identify that students more readily recognize potential and actual risks and prioritize nursing actions in conferences and clinical sessions.

Conclusion: Simple and theoretically based teaching strategies offer a pathway for teaching students to recognize salient features of complex patient situations, prioritize actions, and provide safe patient care. [J Nurs Educ. 2019;58(5):302-305.].