case study

case study please use the in" rel="nofollow">instructions below and answer the questions as requested. please use citations not more than 5 years. see attached files for weekly readin" rel="nofollow">ings. assignment below Thin" rel="nofollow">ink about your baccalaureate degree education through ISU. Do you feel you are prepared to practice accordin" rel="nofollow">ing to the expectations of a bachelor’s prepared nurse? Do you feel you were provided with educational experiences that enable you to have the knowledge of the competencies outlin" rel="nofollow">ined by the IOM and QSEN? You do not have to write a book, just give a little feedback! Refer to the article by Inna Popil concernin" rel="nofollow">ing case studies and the article by Laura Clayton concernin" rel="nofollow">ing concept mappin" rel="nofollow">ing from this week’s readin" rel="nofollow">ing assignment in" rel="nofollow">in order to complete part two. There are also resources listed below to help you. Part two: Pretend you are preceptin" rel="nofollow">ing a new graduate nurse or a new hire on your unit. Create a case study OR a concept map that pertain" rel="nofollow">ins to a concept of your choice that will help the new graduate/new hire nurse to learn more about the patients he or she will need to care for on your unit. This concept could be anythin" rel="nofollow">ing rangin" rel="nofollow">ing from a particular category of medications used often with some examples of drug names, to a patient diagnosis that is often encountered on your unit, to a pathophysiological concept. I am not expectin" rel="nofollow">ing a masterpiece. I am simply tryin" rel="nofollow">ing to offer you an activity that in" rel="nofollow">involves active learnin" rel="nofollow">ing to support critical thin" rel="nofollow">inkin" rel="nofollow">ing skills. Be creative and have fun! Attach your case study or concept map to the discussion board, as they may be helpful to others as well. Information pertain" rel="nofollow">inin" rel="nofollow">ing to concept maps can be found at Wikepedia.org: https://en.wikipedia.org/wiki/Concept_map Read about how to create a concept map: https://library.usu.edu/in" rel="nofollow">instruct/tutorials/cm/CMin" rel="nofollow">instruction2.htm Some example of concept maps: https://www.google.com/search?q=nursin" rel="nofollow">ing+concept+map+guidelin" rel="nofollow">ines&tbm=isch&tbo=u&source=univ&sa=X&ei=gTKaU_vCBMOsyAShpICYDA&ved=0CCUQsAQ&biw=1366&bih=622 Attached File - Institute of Medicin" rel="nofollow">ine. (2010). The future of nursin" rel="nofollow">ing: Focus on education. Retrieved from: https://www.iom.edu/~/media/Files/Report%20Files/2010/The-Future-ofNursin" rel="nofollow">ing/Nursin" rel="nofollow">ing%20Education%202010%20Brief.pdf Attached File - Neuman, L. H., Pardue, K. T., Grady, J. T., Gray, M. T., Hobbin" rel="nofollow">ins, B., Edelstein" rel="nofollow">in, J., & Herrman, J. W. (2009). What does an in" rel="nofollow">innovative teachin" rel="nofollow">ing assignment strategy mean to nursin" rel="nofollow">ing students? Nursin" rel="nofollow">ing Education Research, 30(3), 159-163. Attached File - Clayton, L. H. (2006). Concept mappin" rel="nofollow">ing:An effective, active teachin" rel="nofollow">ing-learnin" rel="nofollow">ing method. Nursin" rel="nofollow">ing Education Perspectives, 27(4), 197-203. Attached File - Popil, I. (2011). Promotion of critical thin" rel="nofollow">inkin" rel="nofollow">ing by usin" rel="nofollow">ing case studies as teachin" rel="nofollow">ing method. Nurse Education Today, 31, 204-207. doi: 10.1016/j.nedt.2010.06.002 The articles listed below are for fun readin" rel="nofollow">ing, but they may be of in" rel="nofollow">interest to you as you near completion of your baccalaureate degree. (NOTE: I am not leavin" rel="nofollow">ing out the LPN, I could not fin" rel="nofollow">ind recent articles I felt applied to this week's readin" rel="nofollow">ings that concerned the LPN transition to the baccalaureate degree and BSN prepared nurse) Delaney, C., & Piscopo, B. (2007). There really is a difference: Nurses' experiences with transitionin" rel="nofollow">ing from RNs to BSNs. Journal of Professional Nursin" rel="nofollow">ing, 23(3), 167-173. doi: 10.1016/j.profnurs.2007.01.011 Conner, N. E., & Thielemann, P. A. (2013). RN-BSN completion programs: Equippin" rel="nofollow">ing nurses for the future. Nursin" rel="nofollow">ing Outlook, 61(6), 458-465. doi: https://dx.doi.org/10/1016/j.outlook.2013.03.003 Barnstein" rel="nofollow">iner, J. H., Disch, J. M., Hall, L., Mayer, D., & Moore, S. M. (2007). Promotin" rel="nofollow">ing in" rel="nofollow">interprofessional education. Nursin" rel="nofollow">ing Outlook, 55(3),144-150. doi: 10.1016/j.outlook.2007.03.003 Guzic, B. L., McIlhenny, C. V.,Knee, D. R., LeMoin" rel="nofollow">ine, J. K., Wendekier, C. M., Demuth, B. R., Devin" rel="nofollow">ineni, L., Roberts,J. B., & Bapat, A.(2012). Distance learnin" rel="nofollow">ing and clin" rel="nofollow">inical simulation in" rel="nofollow">in senior baccalaureate nursin" rel="nofollow">ing education. Clin" rel="nofollow">inical Simulation in" rel="nofollow">in Nursin" rel="nofollow">ing,8(9), e459-e467. doi: 10.1016/j.ecns.2011.04.005