Running head: STANDARDS OF PRACTICE

Standards of Practice: A Public Health Perspective

Sherry A. Brabon

Ferris State University

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Abstract

The American Nurses Association (ANA) has reviewed and updated the Standards of

Professional Public Health Nursing Practice (American Nurses Association, 2013). Standard

seven through 17 is summarized in this document in relation to what is expected of public health

nurses. Following each summary are descriptions of how my current practice meets these

standards. Most all standards are met in some way, though; there are always ways in which a

professional nurse may find areas in which to improve. Ways to improve on standards such as

refining yearly personnel appraisals to encourage staff review of personal practice according to

Standard 14 is also outlined. An action plan for obtaining these goals as well as an evaluation

method is to be completed by July 2014. All standards are necessary components for

professional nursing practice and ongoing competency evaluation.

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Standards of Practice: A Public Health Perspective

Nurses are expected to meet certain principles that promote the profession. The

American Nurses Association (ANA) has outlined several necessary standards for the

professional nurse to follow and measure personal professionalism against (ANA, 2013).

Standards seven through 17 are reviewed in the following section as well as a description of how

my professional practice meets these standards. Careful review of standards in relation to

professional practice should be assessed on a routine basis for each nurse. This is necessary for

individual professional growth and for growth of the profession as a whole.

Standards of Practice

The ANA (2013) has identified the following standards for public health nurses. Each

standard is broadly identified and then briefly described. Each standard will be evaluated in a

perspective of my role as a public health nurse. Any deficiencies in my current practice will be

identified at the end of the standard.

Standard 7. Ethics

A public health nurse must provide services in a manner in which the most people are

provided the greatest good. Utilitarianism is the driving force and cornerstone of public health.

Universal principles such as veracity, autonomy, beneficence, nonmaleficence, role fidelity,

confidentiality and justice are all used daily in public health nursing (Edge & Groves, 2006).

The ability to identify trends and focus efforts in communities affected adversely is one way in

which a public health nurse may reach this standard. Providing culturally appropriate care and

understanding all cultures within the community is an important concept for this nurse (ANA,

2013).

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This standard is met in my daily practice when I educate providers on correct storage, use

and utilization of vaccines. Monitoring seasonal flu reports from schools, physician offices and

hospital aides in awareness of illness within my community. Another important aspect of my job

is educating families on necessary vaccinations to prevent illness and identifying those families

most at risk for circulating illnesses. A prominent culture within my community is Amish. This

community rarely vaccinates their children. Furthermore, the Amish typically do not participate

in community health care programs. I have initiated educational meetings with community

elders and have offered services and explained their rights. Many Amish sign a Social Security

waiver form provided by the Federal government, by signing this, many families are not aware

of additional services in which they are eligible. By offering available programs and services, I

am protecting their autonomy while presenting the truth. This is also a form of justice by

educating families of resources in which they may benefit.

An advanced public health nurse may be identified when providing solutions to

environmental or health concerns. Just recently, my district identified two cases of Botulism.

The source of illness was from improperly canned home food. In response, I collaborated with

my local Michigan State University Extension office and developed a community class offering

safe canning methods and instruction. This is just one example of services offered by careful

public health surveillance and an appropriate response to identified community needs.

Standard 8. Education

Learning can be self-directed or employer required but it is certainly a requirement for

the professional nurse. Nurses must be responsible for their own learning path and identify areas

of growth within their practice. Public health does have some required trainings, whether they

are in seat classes or webinars, which are mandatory for nursing staff. It is also important for

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nurses to assist in others education and to share educational experiences (ANA, 2013). Finally,

record keeping of all trainings is required for continued licensure.

There are six programs in which I work as a Public Health nurse. Each of these programs

is designated two months throughout the year for educational purposes. These designated

months I seek webinars, archived trainings and additional educational experiences to update my

knowledge base. When my employer suggests trainings I offer to attend. This is how I was able

to earn my Certified Lactation Specialist and Tuberculosis Nurse Educator certifications.

Furthermore, whenever a client asks me a question or presents information to me that I am not

familiar with, I will seek evidence to either support or deny the information. For example,

recently many parents have claimed the hospital is no longer requiring alcohol application to

umbilical cord stumps. Parents are encouraged to use soap and water and allow the site to air

dry. Upon further research, I have found that evidence shows allowing the cord to dry without

application of soap and water or even alcohol is now considered best practice.

The onset of the Patient Protection and Affordable Care Act (PPACA) has opened the

door for many learning opportunities. The health department has received many inquiries

regarding changes to insurance and how to apply for programs on the PPACA exchange. Staff

within the health department is unaware of how this new insurance coverage will be

implemented. After researching government websites, I compiled the most important and

pertinent information for consumers and developed a bulletin board for the health department

lobby. Not only has this board answered questions for clients but it has also generated additional

questions. It is important that public health nurses understand health care trends and be proactive

in information distribution.

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Finally, not only are nurses required to maintain up to date knowledge and skills, but also

documentation or proof of additional education is required for licensure renewal. There are

many ways in which this can be done. The most widely used way to collect education

experiences are by maintaining a paper file with any certificates of attendance or continuing

education credits. Now, often, these certificates are sent by electronic means. I have developed

a portable drive that will allow me to save educational experiences in electronic form. No matter

how educational experiences are provided, maintaining records of attendance is critical.

Standard 9. Evidence-Based Practice and Research

Nursing research is a growing health care focus. Professional nursing requires nursing

research and outcomes that support nursing interventions. Public health nurses are in a prime

position to identify areas of public concern, trends within the community and communicate these

findings to state authorities. Public health nurses are expected to assist in all levels of research,

from data collection to implementation of findings (ANA, 2013).

Using current evidence on which to base nursing practice is gold standard. Nurses must

be aware of research methods, target populations, educational level of researchers, the design of

the study and many other components when deciding if research is appropriate to utilize in

practice. Studies must be replicated with similar results before assimilating the findings into

practice. Once theories are supported, nurses are expected to utilize, share and promote new

information.

Asking a question regarding current practice sets the stage for evidenced based nursing

practice. I question myself every day as to why I am doing something the way I am. Just

because I was told in nursing school 14 years ago to perform a procedure in a certain way is no

longer sufficient. Consider the example above regarding umbilical cord care. Not only should

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nurses question how something is done, but also why it is being done in the way it is. Electronic

databases have enhanced the research process. There is no reason why supporting research

theories are not utilized in a timely manner. In the example offered above, the bulletin board is

one way in which I meet this standard. Questioning my daily practice and seeking supporting or

conflicting information is another way in which I meet this standard every day.

Standard 10. Quality of Practice

Excellence in public nursing requires one to review current practice. Chart reviews,

quality improvement activities and performance feedback are ways each nurse can evaluate their

own practice. Again, asking questions aide in determining if procedures can be improved.

Using evidence-based practice improves quality (ANA, 2013). Nurses must take the initiative to

seek improvements, determine when and how to integrate improvement activities and then

implement quality improvement. Inefficiencies in nursing practice must be identified to

eliminate duplication of services and reduce financial waste.

Public health financing is delivered from state grants and some programs are funded by

federal dollars. Women, Infant and Children (WIC) participation in my county is not utilized by

all families that may qualify for this service. Currently, families are made aware of WIC when

they deliver in the hospital, apply for Medicaid or enroll their children into a preschool.

Unfortunately, this does not capture all families that may qualify for WIC. The less families that

are participating in this program, the less finances my agency receives for these services.

Furthermore, improved health can be obtained by eating healthy. Improved health outcomes

may be achieved by reaching more families offering nutrition education and a food benefit to

enhance availability of nutritional foods. One suggestion to improve outreach is to offer WIC

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services at the grocery stores. Federal guidelines and patient confidentiality standards need

reviewed prior to implementation of this community based service.

Four of the six programs in which I work, I perform chart audits. The results of these

audits are discussed in the committees in which I participate. The information is evaluated and a

plan for improvement is sought. Oftentimes, this process means addressing individuals

regarding their work performance and this can be difficult at times. Knowing how to address

individuals regarding work performance is a skill leaders develop with practice. I have also

submitted suggestions for improving the chart audit tools to enhance quality improvement.

These suggestions also capture more of what the state or federal requirements are for that

particular program. Quality improvement activities are required to maintain excellence in the

nursing profession.

Standard 11. Communication

Public health nurses are responsible for coordinating care in outbreak and emergency

situations. However, initiating and maintaining current affiliations with all stakeholders during

times of stability and non-emergency situations are necessary. Working with police, fire

departments, emergency responders, school officials, churches, hospitals, physicians and other

community entities are essential for public health nurses. On a daily bases, public health nurses

may communicate with individual clients and families. These nurses may also collaborate with

health officers, state officials and local organizations. Public health nurses in a sense are

communicating with everyone on a routine basis. Communication is not only provided in a

verbal format, it can be in written form. Written form may be a letter, e-mail or some other

presentation such as a PowerPoint. To enhance communication skills nurses must remain

competent in all communication formats.

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Communication style is also an important concept for nurses to understand. The way in

which communication occurs between individual clients may differ than in the way in which a

nurse may communicate with the Michigan Department of Community Health or other groups.

Being knowledgeable, flexible and adaptable in communication styles is important for nurses.

In the previous standard I had mentioned the need to address peers when his or her work

performance may need improvement. This is a good example of when communication styles

must be adaptable and individual to the person being addressed. Treating others with respect and

offering time for him or her to reflect on self-improvement efforts may be more appropriate than

instituting an authoritative style and demanding they change his or her practice. Mentoring

practices, such as offering educational opportunities is a way to communicate concern in

individual efforts to excel. They way in which a nurse communicates (style and format) can

make the difference in whether the message is being conveyed appropriately. For example, I

work with a nurse who does not take criticism well. In fact, the supervisor does not even

approach her with practice concerns. When doing chart audits, I found that she consistently was

forgetting to document education provided to clients. When I approached her, I reminded her

that I was aware of what a great nurse she is and how I respect her knowledge level. I explained

that I had been doing chart audits and have noticed that she is forgetting to document the

wonderful education she provides. She accepted the suggestion for improvement, as I was not

attacking her professionalism but offering her praise and help to improve. Nurses are in a good

position to promote necessary changes in the health care field through appropriate

communication methods.

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Standard 12. Leadership

Public health nurses are in a unique leadership position. Not only are these nurses

providing traditional leadership standards with clients, families and co-workers, but also with

other professionals, politicians, and community groups. Many public health nurses sit on

community councils to improve functions, resources, health and safety for community members.

Mentoring, participating in professional organizations and seeking opportunities to influence

healthcare policy are all ways in which a public health nurse can demonstrate leadership skills

(ANA, 2013).

Most recently, I contributed to the development and integration of computer software for

care plan development. My expertise was used for format development, contents and

requirements for the targeted program. After the software was developed, I critiqued it and made

suggestions for improvement. At the same time, I was collaborating with my peers and seeking

information and feedback, offering insights to the development process to maintain their

enthusiasm for this major change in current practice. I offered several staff members, who have

very little computer knowledge, to attend basic computer training and made frequent contact

with these staff members after implementation to ensure that he or she was adjusting

appropriately to this new challenge. Overall, the development and implementation process went

fairly well as there were no computers harmed in the process and no staff members had undue

difficulty with this adjustment in care activities.

Another way in which I practice my leadership skills is within the community

organization in which I volunteer. I am a Captain in the local Community Emergency Response

Team. This team prepares, trains and promotes individual safety within the community. My

responsibilities include organizing, educating and delegating responsibilities to members in my

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team. Once I have graduated, I will develop the first Medical Reserve Corps for Gladwin

County and lead the medical portion of this emergency response team.

Standard 13. Collaboration

Collaboration consists of not only communicating well with others, but also establishing

partnerships with key stakeholders to promote public health. Establishing partnerships to

enhance programs, services, promote teamwork, and provide cooperation with all involved is a

responsibility of a public health nurse. Nurses may also identify areas in which need

improvement and form coalitions to sustain relations that will support community health.

Currently, I am a certified Tuberculosis (TB) Nurse Educator. I am responsible for TB

control within my county. I provide education to physicians, nurses, and hospitals regarding

infection control, treatments and reporting measures. I work closely with the regional and state

TB staff to enhance education measures for both health care workers and the general public.

Because I work with patients I can readily identify appropriate improvements that are needed in

the implementation of this program. I report suspect cases, active and latent cases to state

authorities. These cases are reviewed and commonalities sought. Establishing trends aid health

care workers in prevention efforts.

I also sit on a local committee that solely focuses on programs for children from birth to

age six years. Community services such as the Baby Pantry, parent education classes, and

resources are reviewed, modified, and advertised through this committee. Members include

Community Action Agency, Early On, Project Find, Parents as Teachers, Child Abuse and

Neglect council, police, Michigan State University Extension office and the elementary school.

The goals of this committee are to improve the health, growth, and developmental outcomes in

this population.

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Standard 14. Professional Practice Evaluation

It is up to each nurse to determine their professional commitment and evaluate needs to

reach professional and personal goals. Public health nurses need to regularly identify strengths

and weakness, each seeking improvement in his or her weaknesses and utilizing their strengths to

promote the profession. Practice evaluation can be a personal process by self-evaluation, as well

as per a professional or peer review process. Requesting feedback on practice standards and

incorporating suggestions for improvement enhances the nursing profession as well as the

individual in their professional careers. Each public health nurse should have a system for

evaluating individual practice.

My agency requires yearly performance appraisals. The topics reviewed are not tailored

to the nursing professional and should include many areas defined by the ANA’s Standards of

Professional Public Health Nursing Practice (2013). Ideally, this evaluation should contain a

section for personal reflection and goal setting. By having an employer sponsored and

requirement for yearly evaluations, public health nurses need to be responsible for self-reflection

of his or her professional practice.

Each month when I plan my required activities for that month, I reflect on my goals from

the prior month and determine what could be done differently. This is the time I take to reflect

on program responsibilities, community outreach, ongoing educational opportunities and

personal growth within my profession. These reflections are replicated on my yearly

performance appraisals to maintain an ongoing document that demonstrates consistent practice

evaluation. Additionally, the state offers feedback regarding my efforts in the TB Nurse

Educator role.

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Standard 15. Resource Utilization

Public health funding comes from a variety of sources, most of which are derived from

tax dollars. A public health nurse must make financial consideration a priority when providing

care (ANA, 2013). It is a responsibility for a nurse in this setting to advocate for clients,

families, communities and the profession. Recognizing other resources to meet community

needs is mandatory. Often times, some programs are cut due to lack of funding, when this

occurs everyone goes without those services. By making appropriate referrals nurses can prevent

over utilization of unnecessary services and protect program fiscal responsibility.

Not only am I a team Captain for the Community Emergency Response Team, I am also

the treasurer. Balancing the budget and cost awareness is paramount to maintaining and

sustaining programs. I have submitted proposals for funding for local Children’s Special Health

Care to the county commissioners. For the same program, I have completed grants for parent

trainings. When the federal government was shut down, I sent a letter to Representative Dave

Camp requesting ongoing funding for the WIC program. These programs are fundamental to the

overall health of the community. It must be recognized that some money is required to fund

programs that will overall save money in future scenarios. For example, if we do not teach,

promote and provide a healthy diet for children now, the obesity epidemic will only continue.

The future cost of healthcare expenditures for heart disease, diabetes and other chronic illness

associated with poor nutrition will only cost more in the future.

On the other hand, not all families or communities have the same needs. Being aware of

the programs most necessary and saving money from other, non-essential programs is another

form of resource utilization. For example, my community does not have a concern with food

deserts, it would be a waste of services to implement or utilize programs for this problem.

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Finally, I also talk with families prior to renewing their Children’s Special Health Care Services

benefits to ensure that they will utilize the services before they make the commitment to the

payment agreement. Financial responsibility and resource allocation should always be a

consideration for direct care nursing staff.

Standard 16. Environmental Health

Nurses work closely with Sanitarians. Sanitarians are responsible for ensuring safe

drinking water, septic placement, food safety and community health. Nurses must be aware of

safe environmental principles such as water contamination and chemical hazards (ANA, 2013).

Communities need instructions and arenas for safe disposal of medications, batteries and other

potential hazardous material.

The biggest threat in my community from environmental factors is the increasing risk of

illness associated with exposure to contaminated water. Many families have installed their own

well or septic systems without appropriate permits and follow up inspections. Not only being

reactive and educating these families after illness has occurred, but utilizing primary care and

educating the community of the dangers associated with home drilled wells and septic tanks are

my responsibility as a public health nurse.

I also assist with the planning, implementation and advertising of my community’s

hazardous waste collection day. This occurs once a year and any Gladwin County resident can

bring old tires, paint cans, batteries, chemical bottles, unused medications, televisions and any

other potential hazardous waste to the designated site for disposal. The Community Emergency

Response Team also donates time and efforts in this event.

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Standard 17. Advocacy

Public health personifies advocacy. Advocating or promoting health is why public health

was developed. Advocacy requires additional training in conflict resolution skills. Depending

on what level a nurses is advocating, conflict may arise between what is expected and what is

delivered, what is affordable versus what is necessary and who benefits from restricted

resources. Navigating this advocacy wheel requires knowledge, finesse and excellent

collaboration skills.

I practice advocacy skills at a client specific, community and state level. Client specific

advocacy activities may be disputing a medical decision or denial from a health insurance

company. Community advocacy is demonstrated when I contact state officials for maintenance

or generation of new programs for my county. For example, requesting grant money for

Children’s Special Health Care Service training or continuing the WIC program. Advocacy at

the state level is minimal at this point in my career but can be demonstrated by advocating for

continued disease surveillance and publications from the Centers for Disease Control on illness

prevention and control efforts.

Another way to express advocacy skills is by joining a professional organization that

supports representatives whom place value in the same programs or communities in which you

wish to advocate (ANA, 2013). Maintaining a voice in political arenas ensure continued focus

on necessary agenda items. Nurses may advocate in the political arena without an organization,

though strength does lie in numbers. My plan is to join a professional organization to improve

my advocacy, leadership and collaboration skills.

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Professional Development Plan

Reviewing these standards clearly demonstrates the need for individual, ongoing nursing

practice evaluation to maintain professional standards. As a student, these standards are

reviewed for required assignments. I have been a nurse for 14 years and have given little

attention to this outside of school. To promote ongoing personal assessments I have developed

the following goals.

Goal 1

To maintain competency and promote routine professional practice evaluation, I will

develop an annual appraisal performance evaluation tool that encompasses all 16 standards as

presented by the ANA. This tool will enhance the current appraisal form utilized by my

employer. The goal is to add a section containing all standards and allow space for the employee

to indicate their success or plan for success under each standard. This will be implemented by

July 2014. These appraisals will be used for one year by all nursing staff. An evaluation tool

will include how the nurse felt about the appraisal, how it assisted the nurse with professional

development and whether the nurse would like to continue with the new appraisal performance

evaluation. This evaluation tool will be given to all staff after completion of their yearly

appraisal.

Based on responses from the survey, the new appraisal form may become the standard for

yearly employee evaluations. The appraisal form can be sent by electronic means to promote

year-to-year evaluation of set goals; ways in which the goals are met or necessary modifiable

factors can be easily inserted. Another way to evaluate the tool effectiveness would be to have

each supervisor responsible for annual appraisals to complete an evaluation regarding use of new

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appraisal tool. By reviewing the ANA Standards annually, nurses can be aware of professional

growth and areas in which improvement is necessary.

Goal 2

To fulfill the Standard of Leadership, I will become an active member of the ANA by

July 2014. This will give me time to complete by current studies at Ferris State University and

budget my household finances to allow for this extra cost. Also, by July 2014 my personal life

will allow me the necessary time to volunteer in association endeavors and be an active

participant. Evaluation of this goal is simple, either I am a member of ANA by July 2014 or I

am not.

Summary

Self-evaluation of professional standards becomes easier as the standards are routinely

reviewed and understood. In each standard, there is a way in which I meet the requirements,

though there are many ways in which my practice can be improved. Careful and routine self-

evaluations promote professionalism. I have summarized each of the standards as presented by

the ANA as well as a brief summary of how I currently meet each. Finally, I have presented

goals to enhance my nursing practice. This is an activity that all professional nurses should

routinely perform to maintain up to date and evidence based knowledge and skills in which to

base excellent nursing care.

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Reference

American Nurses Association [ANA]. (2013). Scope and standards of practice: Public Health

Nursing (2nd. ed.). Silver Spring, MD: Nursebooks.org.

Edge, R. S., & Groves, J. R. (2006). Ethics of Health Care: A guide for Clinical Practice (3rd.

ed.). Clifton Park, NY: Delmar.

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CHECKLIST FOR SUBMITTING PAPERS

CHECKDATE, TIME, & INITIAL

PROOFREAD FOR: APA ISSUES

11-24-13 10:30 SB

1. Page Numbers: Did you number your pages using the automatic functions of your Word program? [p. 230 and example on p. 40)]

11-24-13 10:30 SB

2. Running head: Does the Running head: have a small “h”? Is it on every page? Is it less than 50 spaces total? Is the title of the Running head in all caps? Is it 1/2” from the top of your title page? (Should be a few words from the title of your paper). [p. 229 and example on p. 40]

11-24-13 10:30 SB

3. Abstract: Make sure your abstract begins on a new page. Is there a label of Abstract and it is centered at the top of the page? Is it a single paragraph? Is the paragraph flush with the margin without an indentation? Is your abstract a summary of your entire paper? Remember it is not an introduction to your paper. Someone should be able to read the abstract and know what to find in your paper. [p. 25 and example on p. 41]

11-24-13 10:30 SB

4. Introduction: Did you repeat the title of your paper on your first page of content? Do not use ‘Introduction’ as a heading following the title. The first paragraph clearly implies the introduction and no heading is needed. [p. 27 and example on p. 42]

11-24-13 10:30 SB

5. Margins: Did you leave 1” on all sides? [p. 229]

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6. Double-spacing: Did you double-space throughout? No triple or extra spaces between sections or paragraphs except in special circumstances. This includes the reference page. [p. 229 and example on p. 40-59]

11-24-13 10:30 SB

7. Line Length and Alignment: Did you use the flush-left style, and leave the right margin uneven, or ragged? [p. 229]

11-24-13 10:30 SB

8. Paragraphs and Indentation: Did you indent the first line of every paragraph? See P. 229 for exceptions.

11-24-13 10:30 SB

9. Spacing After Punctuation Marks: Did you space once at the end of separate parts of a reference and initials in a person’s name? Do not space after periods in abbreviations. Space twice after punctuation marks at the end of a sentence. [p. 87-88]

11-24-13 10:30 SB

10. Typeface: Did you use Times Roman 12-point font? [p. 228]

11-24-13 10:30 SB

11. Abbreviation: Did you explain each abbreviation the first time you used it? [p. 106-111]

11-24-13 10:30 SB

12. Plagiarism: Cite all sources! If you say something that is not your original idea, it must be cited. You may be citing many times…this is what you are supposed to be doing! [p. 170]

N/A 13. Direct Quote: A direct quote is exact words taken from another. An example with citation would look like this:“The variables that impact the etiology and the human response to various disease states will be explored” (Bell-Scriber, 2007, p. 1).Please note where the quotation marks are placed, where the final period is placed, no first name of author, and inclusion of page number, etc. Do all direct quotes look like this? [p. 170-172]

N/A 14. Quotes Over 40 Words: Did you make block quotes out of any direct quotes that

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are 40 words or longer? [p. 170-172]11-24-13 10:30 SB

15. Paraphrase: A paraphrase citation would look like this:Patients respond to illnesses in various ways depending on a number of factors that will be explored (Bell-Scriber, 2007).It may also look like this: Bell-Scriber (2007) found that…… [p. 171 and multiple examples in text on p. 40-59]For multiple references within the same paragraph see page 174.

11-24-13 10:30 SB

16. Headings: Did you check your headings for proper levels? [p. 62-63].

11-24-13 10:30 SB

17. General Guidelines for References:A. Did you start the References on a new page? [p. 37]B. Did you cut and paste references on your reference page? If so, check to make sure they are in correct APA format. Often they are not and must be adapted. Make sure all fonts are the same.C. Is your reference list double spaced with hanging indents? [p. 37]

PROOFREAD FOR GRAMMAR, SPELLING, PUNCTUATION, & STRUCTURE11-24-13 10:30 SB

18. Did you follow the assignment rubric? Did you make headings that address each major section? (Required to point out where you addressed each section.)

11-24-13 10:30 SB

19. Watch for run-on or long, cumbersome sentences. Read it out loud without pausing unless punctuation is present. If you become breathless or it doesn’t make sense, you need to rephrase or break the sentence into 2 or more smaller sentences. Did you do this?

11-24-13 10:30 SB

20. Wordiness: check for the words “that”, and “the”. If not necessary, did you omit?

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21. Conversational tone: Don’t write as if you are talking to someone in a casual way. For example, “Well so I couldn’t believe nurses did such things!” or “I was in total shock over that.” Did you stay in a formal/professional tone?

11-24-13 10:30 SB

22. Avoid contractions. i.e. don’t, can’t, won’t, etc. Did you spell these out?

11-24-13 10:30 SB

23. Did you check to make sure there are no hyphens and broken words in the right margin?

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24. Do not use “etc.” or "i.e." in formal writing unless in parenthesis. Did you check for improper use of etc. & i.e.?

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25. Stay in subject agreement. When referring to 1 nurse, don’t refer to the nurse as “they” or “them”. Also, in referring to a human, don’t refer to the person as “that”, but rather “who”. For example: The nurse that gave the injection….” Should be “The nurse who gave the injection…” Did you check for subject agreement?

11-24-13 10:30 SB

26. Don’t refer to “us”, “we”, “our”, within the paper…this is not about you and me. Be clear in identifying. For example don’t say “Our profession uses empirical data to support ….” . Instead say “The nursing profession uses empirical data…..

11-24-13 10:30 SB

27. Did you check your sentences to make sure you did not end them with a preposition? For example, “I witnessed activities that I was not happy with.” Instead, “I witnessed activities with which I was not happy.”

11-24-13 10:30 SB

28. Did you run a Spellcheck? Did you proofread in addition to running the Spellcheck?

11-24-13 10:30 SB

29. Did you have other people read your paper? Did they find any areas confusing?

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11-24-13 10:30 SB

30. Did you include a summary or conclusion heading and section to wrap up your paper?

11-24-13 10:30 SB

31. Does your paper have sentence fragments? Do you have complete sentences?

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32. Did you check apostrophes for correct possessive use. Don’t use apostrophes unless it is showing possession and then be sure it is in the correct location. The exception is with the word it. It’s = it is. Its is possessive.

Signing below indicates you have proofread your paper for the errors in the checklist:

_____Sherry Brabon___________________________________________________DATE:____11-24-13____________

A peer needs to proofread your paper checking for errors in the listed areas and sign below:

__Michelle Metzger______________________________________________________DATE:___11/23/13____________

Revised Spring 2010/slc

Great Job! Just a few things…In your abstract, I would pull actual facts and details from the

paper that you see as important, not just mention information is in the paper if that makes

sense. You have some room to add to this if you want to. (Abstract length is 150 to 250

words). I actually thought that the intro for the standards of practice section would be

good in your abstract. You could also list the standards that you talked about and give a

general idea of whether you met them or need work to improve. Just some ideas for you

though. Also, if you’re saying that you’re receiving the standards of practice from the

ANA, I would cite this within your paper. You may be summarizing them and putting

them in your own words but I think you still need to cite this. Also, omit page 17.

Otherwise I just corrected some spelling and grammar issues and added a couple

comments in red for you to review. Again, Great Job!!

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