The Process Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis,

  

The Process
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.
First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.
Cite the book, article, or document using the appropriate style.
Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.

AnnotatedBibliographyExample.docx

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N362Calendar_Summer2022_8weeks.docx

Running head: COURAGE IN NURSING PRACTICE 1

Courage in Nursing Practice 6

Courage in Nursing Practice: Annotated Bibliography
N362 Student
Minnesota State University, Mankato

Introduction
The concept of courage being a vital part of professional nursing has been around since the beginning of healthcare, but it is only recently that we have begun to understand the true importance of this idea. In the past few decades, researcher have conducted numerous studies to try to quantify the effect that courage can have in the nursing profession, both in support of positive patient outcome and superior job performance. The evidence from these studies points to the fact that courage is a vital component of success within the nursing profession. The following annotated bibliography reviews three research articles about the concept of courage in the nursing profession.
Gallagher, A. (2011). Moral distress and moral courage in everyday nursing practice. Online Journal of Issues in Nursing, 16(2), 8. doi: 10.3912/OJIN.Vol16No02PPT03
Very in-depth article from a renowned nursing journal that discusses the key concepts of moral distress and moral courage within the context of professional nursing. The article focuses on several studies conducted in the past 30 years on various clinical and educational settings in the United Kingdom and the Republic of Ireland. The article references 19 separate sources to both explain the concepts of moral distress and moral courage and to showcase examples of both concepts manifesting in the profession world of nursing. Fantastic working definitions with both sources and studies to back them up are given for both moral courage and moral distress. The two concepts are discussed at length in the context of organizational structure and how management affects both of these ideals within their nursing staff. The article is extremely well written and does a fantastic job of quoting and referencing other studies to support the ideas presented within the article about how to foster and encourage moral courage while impeding and eliminating moral distress. Several sections of the article could be used within a paper, as it is well set up to quote sections of material and concepts that pertain to courage in nursing practice. Also, with several quality references contained within, if further research is needed on a particular point or idea, this article would be a good place to look to find a trail to other sources. The article overall is set up in logical order, defining its intent, citing examples, defining both moral distress and moral courage, revisiting previous examples, and drawing conclusions from these examples. This would be an extremely useful article on the concept of courage in nursing.
Praise for Italian nurses’ courage. (2009). Nursing Standard, 23(32), 9. Retrieved from http://go.galegroup.com/ps/i.do?p=EAIM&sw=w&u=mnamsumank&v=2.1&id=GALE%7CA198849265&it=r&asid=a65b4d5910de5cf658ff39ae85767aeb
A short article from a nursing periodical that comments nurses and other healthcare workers who treated people in makeshift hospitals in the city of L’Aquila, Italy after a devastating earthquake that left 278 dead, 100 seriously injured, and 28,000 homeless. After the local hospital had to be evacuated after it was deemed structurally unsafe after the quake, nurses, doctors, and other healthcare workers set up makeshift hospitals to treat the overwhelming number of wounded coming in for treatment and examination. Nurses were commended for their dedication in time of crisis, as well as their professionalism and courage to act during a tragedy that not only affected their countrymen and women, but also hit many of them close to home. This short article will be useful to bring up an example or reinforce a point about nursing showing courage in the face of the greatest disasters. Article includes a quote from General Secretary of Royal College of Nursing that can be used as a direct quote to support points about nursing courage, fraternity, and solidarity. However, the article is quite short and there is not much substance. The article would be most useful as a way to support the general idea that nurses show great courage and commitment during times of great sorrow, but should not be counted on as a major research source on the subject.
Rishel, C. J. (2013). Tough courage: Oncology nursing forum addresses childhood cancer then and now. Oncology Nursing Forum, 40(4), 308-10. doi: 10.1188/13.ONF.308-310
This article is a surface look at treating a very specific form of childhood cancer called osteosarcoma. The vast majority of this article examines how this particular disease was treated in the 1970s and how those treatments have changed and improved since then. This is all sandwiched between and introduction and conclusion that discusses some of the special challenges nurses face from patients and family while they are treating childhood cancers. Much of the article discusses bone marrow transplantation, which is now known as hematopoietic stem cell transplantation, as a preferred method of treatment for adolescents with osteosarcoma due to the fact that this treatment has a much higher success rate and rarely requires amputation of the infected limb, an older practice that caused much distress to children and their families. Overall, I do not know if this article would be very useful as research for a paper about courage in nursing. The author seems to jump around a bit and finds her point that she defines in the introduction completely forgotten until she begins to draw conclusions. The article is a much better representation of how treatment options for adolescents suffering from osteosarcoma have improved in the past 40 years. While this is a worthwhile subject, it fails to tie strongly to the notion that courage is needed in nursing. However, a few minor points about needing courage to treat adolescent patients and keep their families informed and up-to-date can be salvaged from the introduction and conclusion if they are needed. Just don’t count on getting anything too substantial.
Conclusion
Each of these articles looks at courage in nursing as a vital part of success within the profession. All three articles take a different viewpoint when examining the concept of courage in the nursing profession, and while some articles are more informative on this subject than others, each one makes a valid point about the importance of courage in nursing as it pertains to successful patient outcome and competent job performance. Furthermore, the concept of moral distress, the antithesis of moral courage, is defined and discussed at length, both in how it negatively affects profession nursing and how it is allowed to grow and foster within healthcare organizations. In conclusion, each of these articles expounds on the necessity of courage in the nursing practice.
References
Gallagher, A. (2011). Moral distress and moral courage in everyday nursing practice. Online Journal of Issues in Nursing, 16(2), 8. doi: 10.3912/OJIN.Vol16No02PPT03
Praise for Italian nurses’ courage. (2009). Nursing Standard, 23(32), 9. Retrieved from http://go.galegroup.com/ps/i.do?p=EAIM&sw=w&u=mnamsumank&v=2.1&id=GALE%7CA198849265&it=r&asid=a65b4d5910de5cf658ff39ae85767aeb
Rishel, C. J. (2013). Tough courage: Oncology nursing forum addresses childhood cancer then and now. Oncology Nursing Forum, 40(4), 308-10. doi: 10.1188/13.ONF.308-310

,

Annotated Bibliography Paper Rubric (30% of Final Grade)

Possible Points

Earned Points

Based on current research related to a specific family health experience or family nursing care (literature from nursing and related disciplines, but should be pertinent to nursing science)
Based on a minimum of 5 research articles.

5

Includes a brief summary of each research article

5

Includes an evaluation of the relevance of each research article for family nursing

5

Summary paragraph listing and describing the family nursing
approaches/interventions/actions that are supported by the
findings described in the annotated bibliography.

5

Adheres to APA citation style

5

Spelling and Grammar

5

Total

30

Comments:
,
NURS 362 Summer 2022

Week

Family Topic

Assigned Content/Readings

Thought/Discussion Topic

Written Assignments/
Meetings

Module 1

Week 1

May 16

Introduction

Background Understandings of Family and Societal Care

George Maverick audio
Watch the three video clips in order:
Video 1: Brief with Family Focus
Video 2: Simulation with Family Focus
Video 3: Simulation without Familiy Focus

Kaakinen*, Coehlo, Steele, & Robinson (2018) Ch. 1
Denham*, Eggenberger, Young, & Krumwiede (2015) Ch. 1 & 12
Bell (2011)

*Reading list will just use first author name

Individual, Family and Societal Care

Foundations for Thinking Family

Look for posted orientation video on D2L explaining basics of course syllabus, calendar, and assignments. Please ask if further questions after listening and reading documents thoroughly. Thanks!

Free Write #1 regarding healthy families due
May 22nd

Group Discussion in D2L – Week 1
For each week, your initial posting is due by 11:59 p.m. on Wednesday and 2 responses to your peers by 11:59 p.m. on Sunday. Remember to include citations and references to support your comments.

1. Introduction Thread – Help your classmates to get to know you as a person, nurse, and family member. Share aspects of yourself in a posting–For example, Tell us about your family of origin. Tell us about your current family (remember that if you do not have biologic members present in your life, friends as family may apply to you. Pictures of you and your family? What is the work of family? What are your future family goals? What piques your interest in this course and family focused nursing care?
2. Reflect on an illness experience in your own family or a family you know. Describe the struggles the family experienced with the illness. Consider the biological, social, psychological, or spiritual factors that influenced the management and coping of the family. Based on your experience pose a nursing approach that may have been helpful to the family. Use your readings to support your analysis and response.
3. What is your definition of family and family health?
4. Describe your family health experience utilizing the 3 family health domains (contextual, functional, and structural).
5. Describe your family’s health routines. Identify some barriers or challenges for families not developing or maintaining health routines
6. To introduce family nursing practice and give you a background on how to care for the family unit, please watch video clips of our former nursing students caring for George Maverick in our simulation suite on the Mankato campus. Observe the similarities/differences seen between the individual focus (video 1) vs. family focused care (video 2).
7. Thinking Family – Address the health inequities or health disparities: Does the basic premise of family focused nursing care hold true: When the health of one family is improved, the health of society has also been improved.

Week 2
May 23

Background & Understandings of Family Nursing

Theoretical Foundations for Family Nursing

Family Structure, Function, Process

Aspects of Health

Kaakinen (2018) Ch. 2, 3 & 6
Denham (2015) Ch. 2, 3 & 7
Khalili (2007)
Duhamel, Dupuis, & Wright (2009)

Foundation for ‘Thinking Family’

Family as Unit of Care or Context?

Family Nursing Theory

Denham’s Core Processes

Health Routines

Free Write #2 regarding
family during acute care experience due May 29th

Group Discussion in D2L – Week 2

1. What are the barriers/challenges described in your readings that you also face in your environments as you attempt to provide family focused nursing? (e.g. family as client, family as context, family as barrier, family as caring process, family as resource)
2. Review the power point: “Family Nursing Background and Understandings.” Reflect on nursing practice that views family as the unit of care and nursing practice that views family as contextual to the individual patient. Do you believe that current nursing practice most often views family as the unit of care or family as a context to the situation? How do these two views differ?
3. Develop 5 questions focusing on one of Denham’s Core Processes. Interview a client in your workplace or within your community and describe their answers to your questions. Identify family routines and factors related to family health routines.
4. From the Khalili article, what were the most significant aspects of the illness transition for the family? What resources did the family need/want? What were the barriers and facilitators to obtaining the needed resources or supports? What may have changed in the care situation for the family if the family would have been viewed as the unit of care?
5. Using one of the family theories/frameworks described in the literature reflect on an illness experience in a family. (You can reflect on a family you have cared for in your nursing practice.) Consider how family structure, function, and process influenced the family health experience and outcomes. Analyze the experience from a family theory/framework perspective.
6. Use your reading on a One Question Question by Duhamel et al. (2009) to practice this questioning strategy with a family. Share your reflections and outcomes.

Module 2
Week 3
May 30

Family Construct

Share examples from the book to describe Denham’s Core Processes

Fault in Our Stars (Green, 2012)

Read The book and complete the Family Constructs Grid
Post & Discuss

Fault in Our Stars Book Discussion

Free write # 3 regarding family in crisis or trauma experience due
June 5th

Complete First Family Visit
Family Assessment-this is just a guideline to keep you on track-it is not literally due.

Group Discussion in D2L – Week 3

Read Green (2012) and fill out the family construct grid in relation to Green (2012) located in Module 2. Please note, the grid is only to guide your thinking and discussion posts. Please post your grid and any relevant commentary about which family nursing concepts seem most pertinent.

The focus for this week is the Fault in Our Stars book discussion by John Green. I am providing the following list of questions to jump start the book discussion. You don’t need to answer all of the questions. This is meant to be a free-flowing conversation, and I expect each of you will add your questions throughout the discussion.

Each of you can tell us how you experienced the book and pick one of the questions below to answer if these help focus your thoughts.

1. John Green uses the voice of a teenage girl to tell this story. Why do you think he choose to do this? Was it effective? How would it have been different if he had told the story from a different voice? How does voice relate to family nursing practice?
2. What does the title, Fault in Our Stars, mean?
3. How would you describe the two main characters, Hazel and Gus?
4. How do Hazel and Gus relate to their cancer?
5. At one point in the book, Hazel states, “Cancer books suck.” What is she really meaning?
6. How do Hazel and Gus change, in spirit, over the course of the novel?
7. Why is “An Imperial Affliction” written by Peter Van Houten Hazel’s favorite book?
8. How many of you looked to see if, “An Imperial Affliction” was an actual book?

9. What do you think about the author Peter Van Houten?
10. Why it was so important for Hazel and Gus to learn what happens after the heroine dies in the An Imperial Affliction?

Week 4

June 6

Annotated Bibliography

Read syllabus for assignment instructions. Below are several reputable websites that explain how to prepare an annotated bibliography. https://guides.library.cornell.edu/annotatedbibliography
http://library.ucsc.edu/ref/howto/annotated.html
https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html

Annotated Bibliography
June 12th

Please upload your Annotated Bibliography. 
Review and provide feedback for two individual’s Annotated Bibliography.
Incorporate the feedback you receive from your peers into your final Annotated Bibliography.

Week 5

June 13

Family Chronic Illness Experience

Family Construct

Share examples from the book to describes Denham’s Core Processes

Genetics & Genomics

Genova (2009) Still Alice

Read the book and complete the Family Constructs Grid

Post and Discuss

Kaakinen (2018) Ch. 10 & 11
Denham (2015) Ch. 8, 9 & 13
Svavarsdottir (2006)

Alzheimer’s disease fact sheet:
http://www.nia.nih.gov/alzheimers/publication/alzheimers-disease-genetics-fact-sheet

Bennet (2008) This is a very complex and technical article. Read through it for the general ideas presented about the history and uses of genetic mapping.

Family Coping with Chronic Illness

Family Suffering

Still Alice Book Discussion

Free Write # 4 regarding
family during a chronic illness experience
June 19th

Complete Second Family Visit
Family Intervention – this is just a guideline to keep you on track-it is not literally due.

Group Discussion in D2L – Week 5

1. Svavarsdottir conducted an integrative review about Nordic families with children who are chronically ill. Three exemplar family cases were described. How can nurses be empathetically connected to these families? In Figure 1, Svavarsdottir (2006), shows how family daily activities, family relations and family health are interconnected. Describe how the family’s quality of life is affected if one or more of these 3 factors were hindered. What may be some suggestions to help these families boost their quality of life? Feel free to share any experiences in your career where you were empathetically connected to a family and helped boost their quality of life.

2. From your readings and your own experience, identify and discuss five needs of families during a crisis experience.

3. Develop a three generation pedigree to assess your personal family history information using the following website https://phgkb.cdc.gov/FHH/html/index.html The pedigree should represent three generations (student, parents, grandparents). Complete your family history, save it, and view your history grid and genogram. Share your insights into your family health with your group (you do not need to post the pedigree itself).

4. The Bennet article is a helpful resource for pedigree and genogram symbols when you start diagramming genograms in Module 3.

5. Read the genomics case study and Alzheimer’s fact sheet.

Module 3
Week 6
June 20

Family Assessment & Interview

Denham (2015) Ch. 4 & 5
Review Kaakinen (2018) Ch. 5 & 8
Duhamel, Dupuis, & Wright (2009)

Family System Strengths Stressors Inventory pdf on D2L

Family Assessment
and Interview

Family Assessment and Interventions in Practice

Complete Third Family Visit
Family Evaluation -this is just a guideline to keep you on track-it is not literally due.

Group Discussion in D2L – Week 6

1. What is your perspective on key elements of family assessment, based on your text readings? Develop and post the family interview guide you plan on using for the family interview. What underlying framework supports your interview guide (Calgary Family Assessment Model (CFAM), described in Wright and Leahey A Guide to Family Assessment and Intervention, Family System Strengths Stressors Inventory (FS3I)? See PDF attachment on D2L
2. Discuss family assessment in your groups. Discussion may include why family assessment is important or how assessment approaches and structure may differ across settings. Discuss barriers, personal or institutional, to engaging in family assessment.
3. Create and upload the Family Nursing Tools:  Genogram, Ecomap, Circular Conversation, and Attachment Diagram.  {Make sure the name of your family members are changed to protect their identity. 

Module 4
Week 7
June 27

Family Assessment and Interventions in Practice

Family Interventions

Review Kaakinen (2018) Ch. 10 & 11
Denham (2015) Ch. 11, 14 & 15
Wiegand (2008)

Review Video in Module 1: Simulation SEE Model
Video: Debriefing SEE Model with Family Constructs and Family Nursing Actions

Refer to the following chapters to identify nursing interventions:
Kaakinen (2018) Ch. 12-17
Denham (2015) Ch. 10, 11, 12, 13, & 14

Family Level Nursing Approaches

Upload draft Family Nursing Project into discussion thread this week

Please upload your Family Nursing Project.
Review and provide feedback for two individual’s Family Nursing Project.
Incorporate the feedback you receive from your peers into your final Family Nursing Project paper.

Module 4

Week 8

July 4

Family Nursing Policy

Review Denham (2015) Ch. 12

Family nursing interventions and approaches

Family Nursing Project due July 10th
July 10th is the last day to submit graded assignments.

Group Discussion in D2L – Week 8
1.
2. 1. Based upon your readings and your family interview paper experience, what policies (community, institution, statewide, nationwide, global, unit-based, etc.) would you want to put into practice to support the use of the family nursing interventions?
2.
3. 2, Consider your readings and discussions this semester (textbook, personal annotated bibliography, articles, postings, etc.). What family nursing interventions/approaches do you propose to support the family health and illness experience and advance family nursing practice?  Post at least 5 nursing interventions/approaches (include citations and references).
3.
4. 3. Choose a policy at your institution and review it from a family friendly perspective. What did you see? Are there improvements you could suggest?
4.
5. 4. Contact your risk manager or quality and safety nurse to learn whether or not family is used as an indicator within your institution. If yes, find out why and how the institution is measuring the family indicator. If no, propose why the institution needs to focus on family and how a family focused nursing practice could be implemented.

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