Recent orders
Journal Review
Journal Review
Student’s Name
Institutional Affiliation
Professor’s Name
Date
Journal Review
History of the Organizations
The William Beaumont Army Medical Center was initially known as the William Beaumont General Hospital, and William Beaumont, an army surgeon, inspired its name. The William Beaumont Army Medical Center in El Paso, Texas, serves as a military medical center for the United States Department of Defense. Its coverage extends to current duty service members, their families, and military retirees. Beginning in the 1850s, the hospital was first established at Fort Bliss. Fort Bliss had been relocated multiple times before settling on La Noria Mesa in 1893. Fort Bliss’s function as a significant military medical institution began with the erection of WBGH’s 48 buildings in 1920 and 1921. The Army started building a brand new 12-story facility to the west of the WBGH region in 1969. The new building opened in 1972 and was named William Beaumont Army Medical Center. The tower of this structure is 124 feet high and was designed in the modernist style. Despite having enough for 611 patients, the hospital had 463 beds during the 1980s (Harward, n.d).
The mission of William Beaumont Army Medical Center
The mission of the WBAMC is to offer compassionate, safe, and high-quality care to its nation’s brave service members, for whom this cutting-edge medical facility was designed. Other missions of this professional nursing organization include; To guarantee that the state’s 1.4 million active duty soldiers and 331,000 reserve-component associates are in good health so that they can successfully carry out their duties in support of national security, to guarantee that all current and reserve medical professionals in uniform are adequately educated and prepared to provide medical treatment in support of operational troops wherever they may be stationed across the globe, and to offer medical benefits that are proportionate to the sacrifice and service of more than 9.5 million current duty members, military pensioners, and the families of those individuals. https://william-beaumont.tricare.mil/Features of the Organization’s Website
The William Beaumont Army Medical Center has a well-designed website that enables the facility to make an excellent first impression with its potential customers. Also, the organization’s website creates a good user experience for visitors and makes it easier for them to navigate the website. The WBAMC’s website has an easily accessible search box, allowing visitors to find what they are looking for quickly. Also, the website has an easy-to-read layout which enables the website’s visitors to be able to read and absorb the website’s contents easily. In addition, the website has readily accessible contact information, including an email address and phone number through which clients can conduct the organization. Besides, WBAMC’s website has high-quality images and videos, which capture the reader’s attention and make them spend more time on the website.
Resources Available for Members of the Organization
Some of the patient resources Available for Members of William Beaumont Army Medical Center include; military health system policies, forms, clinical investigations, access to care, and FAQs. The organization also supports protocols, statistical support, and grant development (William Beaumont Army Medical Center, n.d.)
How Students can use Information from the Organization
Students can use the information of William Beaumont Army Medical Center to evaluate and determine adjustments that they could be made to the organizations. Besides, students can use the information to learn more about the setup and what should be included in a professional healthcare organization.
Summary of the Article
This article outlines the nonpharmacological methods for decreasing parental concern for newborn vaccine-associated pain. According to Abukhaled and Cortez (2021), multiple studies have shown that parents’ worries about their children’s discomfort play a role in their reluctance to vaccinate. Therefore, the authors’ main aim was to address parents’ concerns about pain during newborn vaccination. This article used pre- and post-evidence-based implementation design to conduct the project. To alleviate the discomfort associated with vaccines in babies less than six months, health practitioners at an urban ambulatory clinic used nonpharmacological techniques supported by research. Before and during the introduction of pain management therapies, parental worries about vaccine-related discomfort were evaluated using a validated survey. According to this article, there was a reduction in parental anxiety about vaccination discomfort from the time before the intervention until after it was given, and this change was statistically significant in both treatment groups. Therefore, according to Abukhaled and Cortez (2021), a nurse’s ability to employ nonpharmacological ways to ease vaccine-associated discomfort in newborns is a significant factor in easing parental anxiety. Immunization rates can be improved if newborn pain and parental pressure are reduced.
Main Ideas that Nurses can Take Away
The main idea that nurses should take away after reading this article is that nurses can employ nonpharmacological approaches to ease newborns’ experience while receiving regular immunization successfully, lowering parents’ anxiety over the discomfort connected with vaccines. In addition, nurses should understand that reducing newborn pain and parental stress may boost immunization rates. Also, after reading this article, nurses should learn that despite a vast amount of empirical evidence regarding strategies that effectively relieve pain in newborns, there has been a great deal of inconsistency in the management of baby discomfort during small painful operations. Another thing that nurses should take away is that untreated pain may have negative consequences, including a heightened sensitivity to discomfort during subsequent medical operations, elevated levels of anxiety and altered patterns of behavior, and a reduced capacity to respond favorably to adequate analgesia during painful treatments. Lastly, nurses should understand that they must perform pain management interventions so that parents can be less concerned about their babies’ pain during vaccination.
How the Article Represents QSEN competencies
The QSEN initiative seeks to address the pressing need to equip the next generation of nurses with the necessary skills, knowledge, and practice they will need to ensure continuous improvement in the safety and quality of the healthcare delivery systems in which they operate. Some of the QSEN competencies have been represented in this article. For example, the article has described QSEN’s competency in patient-centered care by addressing that it is an ethical obligation for nurses to provide pain relief to patients. The article points out that nonpharmacological approach to pain treatment are preferable since they are less intrusive than pharmaceutical options and fall squarely within the scope of the nursing profession. Besides, when healthcare providers work to alleviate patients’ pain, they also advocate for the patients they serve, who often rely on their caregivers for their fundamental needs.
The article also represents teamwork and collaborative QSEN competency. It incorporates attachment theory, created by the collaborative work of Mary Ainsworth and John Bowlby, which proposes that early nurturing relationships between a mother and her child help the young child learn to control their emotions and empathize with others. In addition, the article represents quality improvement competency through its data collection, analysis, and patient outcome analysis. Lastly, the article represents Evidence-based practice by utilizing evidence-based nonpharmacological.
How the Article Addresses Issues of Accountability in Nursing
Accountability is essential in nursing because it reduces fear, increases trust, and improves performance and morale. This article has addressed the issues of accountability, especially ethical accountability in nursing, by pointing out that it is both an ethical and moral obligation for nurses to alleviate their patients’ suffering by providing pain relief. In addition, this article addresses professional accountability by insisting that nurses and other medical practitioners should utilize nonpharmacological pain management approaches since they are effective, safe, and entirely within the nurses ‘scope of practice.
Ethical and Legal Issues Arising from the Article
This article has followed all the ethical and legal considerations related to article writing and conducting clinical research. For example, the article shows authorship, publication, etiquette, and honesty. Besides, the authors have shown citations of where they got information; thus, this article is based on facts.
How Reading this Article Affected My Understanding
After reading this article, I understood that a nurse’s fundamental responsibility is to ensure that every patient gets the kind of immediate and appropriate attention necessary for their condition. Nurses accomplish this mission in a variety of different ways. Additionally, nurses evaluate and determine the requirements of patients, after which they put the patient’s medical plan into action and oversee their care. In addition, through this article, I realized that nurses need to know how to manage infant vaccine pain effortlessly since it is a significant concern to the parents.
References
https://william-beaumont.tricare.mil/Abukhaled, M., & Cortez, S. (2021). Nonpharmacological Methods for Reducing Parental Concern for Infant Vaccine-Associated Pain. Journal of Pediatric Health Care, 35(2), 180-187.
Harward, G. (n.d.). William Beaumont Army Medical Center. TSHA. Retrieved October 23, 2022, from https://www.tshaonline.org/handbook/entries/william-beaumont-army-medical-center
William Beaumont Army Medical Center. (n.d.). Retrieved October 23, 2022, from https://william-beaumont.tricare.mil/About-Us
JOURNAL REVIEW ASSIGNMENT GRADE
JOURNAL REVIEW ASSIGNMENT GRADE NAME: Section 1: Professional Nursing Organization (20 points total) Requirements Excellent
4 points Good
3 points Fair
2 points Poor
1 or less points GRADE
(4) Include a brief history of the nursing organization. Clearly and accurately describes the history of the nursing organization. Adequately describes the history of the nursing organization. Briefly describes the history of the nursing organization. Minimally describes or does not describe the history of the nursing organization. (4) What is the mission of the organization? Clearly and accurately describes the mission of the organization. Adequately describes the mission of the organization. Briefly describes the mission of the organization. Minimally describes or does not describe the mission of the organization. (4) Discuss the features of the organization’s website. Correctly describes all the features of the organization’s website. Describes 75% or greater of the features of the organization’s website. Describes between 50% and 75% of the features of the organization’s website. Describes less than 50% of the features of the organization’s website. (4) What resources are available to members of the organization? Describes all of resources available to members of the organization.
Describes 75% or greater of the resources available to the members of the organization in the description. Describes between 50% and 75% of the resources available to the members of the organization. Describes less than 50% of the resources available to members of the organization.
(4) How can a student use the information of the organization? Clearly describes how a student could use the information. Adequately describes how a student could use the information but could have added more detail with description. Briefly describes how the student could use the information but greater detail is needed. Minimally describes or does not describe how the student could use the information.
Section 2: Article (60 points total)
Requirements Excellent
10 points Good
8-9 points Fair
6-7 points Poor
5 points or less GRADE
(10) Briefly summarize the article Summary of the journal article is comprehensive, reflecting the content in the article. Summary of the journal article adequately reflects the content in the article. More detail is needed. Summary of journal article briefly reflects the content in the article. Expanded detail is needed. Summary of the article is minimal or is not included. (10) What is the main idea that a nurse should take-away from reading this article? Clearly and accurately describes the main idea of the article. Adequately describes the main idea of the article but more detail or accuracy is needed. Briefly describes the main idea of the article but expanded detail and accuracy is needed. Minimally describes or does not describe the main idea of the article. Accuracy is also limited or not included. (10) How does the article represent QSEN Competencies? Correctly describes how the article reflects all six QSEN competencies. Concrete examples are provided with explanations. Correctly describes how the article reflects four-five QSEN competencies. Examples are provided but requires more detail. Correctly describes how the article reflects two-three QSEN competencies. Examples are provided but vague. Correctly describes one or two QSEN competencies or does not describe how the article reflects QSEN competencies. Examples are limited or not provided. (10) How does the article address issues of accountability in nursing? Correctly describes how the article addresses accountability. Concrete examples are provided with explanations. Adequately describes how the article addresses accountability. Examples are provided but requires more detail. Briefly describes how the article addresses accountability. Examples are provided but vague.
Minimally describes or does not describe how the article addresses accountability. Examples are limited or not provided. (10) Describe at least 1 legal and one ethical issue arising from the content of the article. Clearly describes 1 legal and 1 ethical issue relevant to the article. Concrete examples are provided with explanations. Adequately describes 1 legal and 1 ethical issue relevant to the article. Examples are provided but requires more detail. Briefly describes 1 legal and 1 ethical issue relevant to the article. Examples are provided but vague. Minimally describes or does not describe 1 legal and 1 ethical issue relevant to the article. Examples are limited or not provided. (10) How did reading this article affect your understanding of what a nurse is and does professionally? Clearly describes the student’s understanding of the nurse’s role. Concrete examples are provided with explanations. Adequately describes the student’s understanding of the nurse’s role. Examples are provided but requires more detail. Briefly describes the student’s understanding of the nurse’s role. Examples are provided but vague. Minimally describes or does not describe the student’s understanding of the nurse’s role. Examples are limited or not provided. Section 3: Formatting (20 points total)
Requirements Excellent
10 points Good
8-9 points Fair
6-7 points Poor
5 points or less GRADE
(10) Submitted in APA 7th edition format including title page, abstract and reference list Correctly formatted in APA 7th edition with 2 or less minor errors. Includes title page, abstract and reference list. Correctly formatted in APA 7th edition with 4 or less minor errors. Includes title page, abstract and reference list. Formatted in APA 7th edition with greater than 4 errors. Includes title page, abstract and reference list. Formatting in APA 7th edition is not evident with numerous errors. Missing one or more: title page, abstract or reference list. (10) Organization, completeness, clarity, conciseness, form, grammar, spelling Organized and well written with 2 or less minor errors in grammar, sentence structure and spelling. Organized and well written with 4 or less minor errors in grammar, sentence structure and spelling. Organized and adequately written with more than 4 errors in grammar, sentence structure and spelling. Organization is not evident with numerous errors in grammar, sentence structure and spelling. Faculty comments Final Grade
Journal Entry Questions
Journal Entry Questions
Student’s Name
Institutional Affiliation
Course Tittle
Professor’s Name
Date
Response to Chapter One
In this paper, I have chosen chapter one for my journal entry. When well elucidated, communication competence theory signifies the knowledge of appropriate and effective communication patterns and the capability to practice that knowledge in several contexts. The main theory of the communication approach in language learning is communicative competence: the student’s capacity to comprehend and use linguistic properly to communicate in authentic school and social settings. In terms of linguistics, it signifies to a language user’s linguistic information of phonology, syntax, and morphology in addition to social understanding about when and how to use expressions properly.
Communication competence is required to develop cultural awareness, understand communication ethics, think critically, and to use computer-mediated communication. It involves motivation, knowledge, and skills (DeVito, 2019). An example of a competent communicator is one that will take part in turn-taking when in dialogues instead of interrupting. Such an individual is the one who will know the right time to ask questions to engage in the talking and read nonverbal signs from the receiver to identify when the talk is finished. It usually involves verbal and non-verbal components, but it also relates to several contexts and situations.
Interpersonal communication usually is the communication that happens among individuals who have some understanding of each other and are independent. For instance, it can happen between employer and employee, a son and his father, two friends, a teacher, and a student, and so on. It has an effect on communication in a way that it helps individuals to collaborate, converse, and interact effectively (DeVito, 2019). Typical examples of interpersonal skills include emotional intelligence, active listening, and empathy. Better interpersonal communication generates more worker force recognition. When workers have better interpersonal relations with one another and their bosses, they recognize each other’s good work and positive feedback.
Reference
DeVito, J. A. (2019). The interpersonal communication book. Instructor, 1, 18.