Nursing Question

You are caring for an 82-year-old woman who has been hospitalized for several weeks for burns that she sustained on her lower legs during a cooking accident. Before the time of her admission, she lived alone in a small apartment. The patient reported on admission that she has no surviving family. Her support system appears to be other elders who live in her neighborhood. Because of transportation difficulties, most of them are unable to visit frequently. One of her neighbors has reported that she is caring for the patient’s dog, a Yorkshire terrier. As you care for this woman, she begs you to let her friend bring her dog to the hospital. She says that none of the other nurses have listened to her about such a visit. As she asks you about this, she begins to cry and tells you that they have never been separated. You recall that the staff discussed their concern about this woman’s well-being during report that morning. They said that she has been eating very little and seems to be depressed.

1. Based on Nightingale’s work, identify specific interventions that you would provide in caring for this patient.

2. Describe what action, if any, you would take regarding the patient’s request to see her dog. Discuss the theoretical basis of your decision and action based on your understanding of Nightingale’s work.

3. Describe and discuss what nursing diagnoses you would make and what interventions you would initiate to address the patient’s nutritional status and emotional well-being.

4. As the patient’s primary nurse, identify and discuss the planning you would undertake regarding her discharge from the hospital. Identify members of the discharge team and their roles in this process. Describe how you would advocate for the patient based on Nightingale’s observations and descriptions of the role of the nurse.


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Nursing Question

Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention.

Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.

Introduction

In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.

Preparation

In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:

  • Creating an educational brochure.
  • Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
  • Creating a teaching plan for your patient, family, or group.
  • Recommending work process or workflow changes addressing your topic.

Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.

In addition, you may wish to complete the following:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
  • Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.

Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.

Part 1

Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.

Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:

  • Leadership.
  • Collaboration.
  • Communication.
  • Change management.
  • Policy.
  • Quality of care.
  • Patient safety.
  • Costs to the system and individual.
  • Technology.
  • Care coordination.
  • Community resources.
Part 2

Submit your proposed intervention to your faculty for review and approval.

In a separate written deliverable, write a 5–7 page analysis of your intervention.

  • Summarize the patient, family, or population problem.
  • Explain why you selected this problem as the focus of your project.
  • Explain why the problem is relevant to your professional practice and to the patient, family, or group.

In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

  • Define the role of leadership and change management in addressing the problem.
    • Explain how leadership and change management strategies influenced the development of your proposed intervention.
    • Explain how nursing ethics informed the development of your proposed intervention.
  • Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
    • Identify the patient, family, or group.
    • Discuss the benefits of gathering their input to improve care associated with the problem.
    • Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
  • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
    • Cite the standards and/or policies that guided your work.
    • Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
  • Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
    • Cite evidence from the literature that supports your conclusions.
    • Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
  • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
    • Cite evidence from the literature that supports your conclusions.
  • Write concisely and directly, using active voice.
  • Apply APA formatting to in-text citations and references.

Additional Requirements

  • Format: Format the written analysis of your intervention using APA style. Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:
    • A title page and reference page. An abstract is not required.
    • Appropriate section headings.
  • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
  • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
  • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

Portfolio Prompt: Save your intervention to your ePortfolio. After you complete your program, you may want to consider leveraging your portfolio as part of a job search or other demonstration of your academic and professional competencies.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
    • Define the role of leadership and change management in addressing a patient, family, or population health problem.
  • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
    • Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
  • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
    • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.
    • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.
  • Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
    • Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.
  • Competency 8: Integrate professional standards and values into practice.
    • Write concisely and directly, using active voice.
        • Apply APA formatting to in-text citations and references.

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Nursing Question

Prepare a written analysis of key issues, 6-7 pages in length, applicable to the development of an effective patient discharge care plan.

Introduction

The Institute of Medicine’s 2000 report To Err Is Human: Building a Safer Health System identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety.

Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning.

Reference

Institute of Medicine. (2000). To err is human: Building a safer health system. National Academies Press.

Preparation

Marta Rodriguez, a student, recently moved from New Mexico to Nevada to live with her aunt and uncle and was enrolled as a freshman in college. While attending her first semester, Marta was involved in a hit-and-run car accident. She was transported to the nearest shock trauma center where she spent the next four weeks undergoing multiple surgeries and antibiotic treatment for a systemic infection. Spanish is Marta’s first language and English is her second. Marta has a student health insurance plan.

You are the senior care coordinator overseeing Marta’s care. You will be presenting her case to the interdisciplinary team members who are caring for Marta at an upcoming meeting to consider key aspects of a successful and safe discharge care plan for her. You are expected to lead the discussion, focusing on the role of informatics in effective discharge care planning, and have decided to prepare an analysis of key issues for team members to consider, which you will distribute to the attendees for review prior to the meeting.

Note: Remember that you can submit all or a portion of your draft to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Analyze key issues for consideration at the discharge planning meeting. Determine the effects of HIT support, data reporting, and EHR data collection on effective care planning.

Use the following template for your written analysis:

Analyzing Key Issues

The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your analysis addresses each point, at a minimum. You may also want to read the Patient Discharge Care Planning Scoring Guide to better understand how each criterion will be assessed.

  • Explain how the interprofessional team will use HIT to provide a longitudinal, patient-centered care plan across the continuum of care that supports Marta in the discharge planning process.
    • What HIT elements will the team members use and why?
    • How can the interprofessional team members utilize the HIT elements to prevent a readmission of this patient 48 hours after being discharged?
    • How will the use of these elements support the coordination of care for this patient?
  • Describe at least three ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional innovation in care.
    • How would you evaluate the quality of the data?
  • Explain how information collected from client records can be used to positively influence health outcomes.
    • How will the interprofessional team members coordinate their individual findings in the collaborative use of HIT?
  • Write clearly and concisely, using correct grammar and mechanics.
    • Express your main points and conclusions coherently.
    • Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.
  • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
    • Is your supporting evidence clear and explicit?
    • How or why does particular evidence support a claim?
    • Will your audience see the connection?

Additional Requirements

Written Analysis Format and Length

Format your written analysis using APA style:

  • Use the APA Style Paper Template [DOCX] provided. Be sure to include:
    • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • See also the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your analysis.
  • Your analysis should be 6–7 pages in length, not including the title page and references page.
Supporting Evidence
  • Cite at least eight sources of credible scholarly or professional evidence to support your analysis.
  • Apply APA formatting to all in-text citations and references.

Portfolio Prompt: You may choose to save your analysis to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
    • Explain how HIT can be used to provide a longitudinal, patient-centered care plan across the continuum of care.
  • Competency 2: Explain the relationship between care coordination and evidence-based data.
    • Describe ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional idea development.
  • Competency 3: Use health information technology to guide care coordination and organizational practice.
    • Explain how information collected from client records can be used to positively influence health outcomes.
  • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
    • Write clearly and concisely, using correct grammar and mechanics.
    • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

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Nursing Question

Please use the the attached rubric and template to complete the assignment: Follow the rubric completely

Assignment: Legislation Grid and Testimony/Advocacy Statement

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

  • Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

The Assignment: (1- to 2-page Legislation Grid; 1-page Legislation Testimony/Advocacy Statement)

Be sure to add a title page, an introduction, purpose statement, and a conclusion. This is an APA paper.

Part 1: Legislation Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:

  • Determine the legislative intent of the bill you have reviewed.
  • Identify the proponents/opponents of the bill.
  • Identify the target populations addressed by the bill.
  • Where in the process is the bill currently? Is it in hearings or committees?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

  • Advocate a position for the bill you selected and write testimony in support of your position.
  • Describe how you would address the opponent to your position. Be specific and provide examples.
  • At least 2 outside resources and 2-3 course specific resources are used. for a Total of 5 reference resources.

include the following:


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Nursing Question

  • Develop a presentation, containing 10-15 slides and 3-5 sources in APA format(reference in alphabetical order), on the Institute for Healthcare Improvement’s Triple Aim, how current and emerging health care models support the Triple Aim, and how governmental regulatory initiatives and outcome measures can be applied in the care coordination process to achieve the Triple Aim in a population.
  • PLEASE use scoring guide to ensure passing grade.
  • Introduction

    The Triple Aim is a framework by the Institute for Healthcare Improvement (n.d.) for “simultaneously improving the health of the population, enhancing the experience and outcomes of the patient, and reducing per capita cost of care for the benefit of communities.” Care coordinators must have a model and framework to guide their practice and enable them to achieve the Triple Aim. Presently, many rural hospitals are using archaic models that must be updated to achieve the Triple Aim. For example, the patient-centered medical home model has been around for 30 years, but it has evolved during that time.This assessment provides an opportunity for you to develop an evidence-based presentation of the ways in which an organization’s care coordination process can be modified to achieve the Triple Aim.

    Models of Care

    National initiatives focus on health care organizations to continuously improve the quality, safety, and coordination of care. In response to these initiatives, health care models have surfaced with the goal to guide national health safety and quality improvement efforts.Nursing is an art and science with a foundation that embraces evidence, research, and quality. The thought “we have always done it this way” has long been discarded and replaced by standards based on evidence-based research. As the specialization of care coordination has evolved, care coordination has proven to be a vital element that links patients and families to safer and higher quality care. One care coordination model, the patient-centered medical home (PCMH), has gained momentum and support from governmental and regulatory agencies.

    Reference

    Institute for Healthcare Improvement. (n.d.). Triple Aim for populations. http://www.ihi.org/Topics/TripleAim/Pages/default….

    Preparation

    In this assessment, you will assume the role of a new case manager at a small rural hospital, Sacred Heart. You have been asked to deliver an evidence-based presentation to hospital leaders and clinical leadership teams about the ways in which the care coordination process at Sacred Heart can be modified to achieve the Triple Aim within the hospital’s rural population.To gain a better understanding of current health care models and their support for the Triple Aim, examine and compare such models as:

    • Patient-centered medical home (PCMH).
    • Transitional care.
    • Patient self-management.
    • Guided care.
    • Care coordination (Institute for Healthcare Improvement).

    Then, finish gathering the information needed to prepare for your presentation by completing the following simulation exercise:

    Note: Remember that you can submit all or a portion of your presentation to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

    Presentation Software

    You may use Microsoft PowerPoint or any other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with faculty to avoid potential file compatibility issues.You are encouraged to review the various presentation resources provided for this assessment. These resources will help you to design an effective presentation, whether you choose to use PowerPoint or other presentation design software.

    Instructions

    Develop a presentation of specific suggestions for improving the care coordination process at Sacred Heart Hospital to achieve Triple Aim outcomes.

    Developing the Presentation

    The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your presentation addresses each point, at a minimum. You may also want to read the Triple Aim Outcome Measures Scoring Guide to better understand how each criterion will be assessed.

    • Explain how the Triple Aim contributes to population health, improves the patient care experience, and reduces health care costs on a regional, state, and national level. You will do this on slides with these specific headings:
      • Experience of Care/Patient Satisfaction.
      • Improving Population or Community Health.
      • Decreasing Per Capita Costs.
    • Analyze the relationships between various current and emerging health care models you have chosen to examine and the ways in which they support the Triple Aim by answering these guiding questions:
      • How do I define the rationale and philosophy of these health care models?
      • Can I explain how these health care models have evolved? How do I believe that these health care models have changed over time?
      • Can I cite at least three ways in which health care quality is enhanced through these models? In which three ways do I believe that these models most enhance health care quality? (Cite references to support your assertion.)
    • Explain how the structure of these models contribute to the process of gathering and evaluating the quality of evidence-based data.
    • Explain how evidence-based data shapes the care coordination process in nursing.
    • Describe three governmental regulatory initiatives and outcome measures that can be applied in the care coordination process to achieve the Triple Aim within a population.
    • Present process improvement recommendations to a stakeholder group clearly and concisely.
      • Address the anticipated needs and concerns of your audience.
      • What questions or objections are they likely to raise? How will you respond?
    • Support your main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using current APA style.
      • Is your supporting evidence clear and explicit?
      • How or why does particular evidence support a claim?
      • Will your audience see the connection?

    Additional Requirements

    PRESENTATION FORMAT AND LENGTH

    Your slide deck should consist of 10–15 slides that address the presentation criteria, not including the title slide, purpose slide, and references slide.

    • Begin your presentation with the following slides:
      • Title.
      • Purpose (the reasons for the presentation).
      • Definition of the Triple Aim outcome measures.
    • Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.

    SUPPORTING EVIDENCE

    • Cite 3–5 sources of credible scholarly or professional evidence to support your presentation.
    • List your sources on the references slide at the end of your presentation.
    • Apply APA formatting to all in-text citations and references.

    Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
      • Explain how the Triple Aim contributes to population health, improves the patient care experience, and reduces health care costs on a regional, state, and national level.
      • Analyze the relationships between various current and emerging health care models and the ways in which they support the Triple Aim.
      • Explain how the structure of particular health care models contributes to the process of gathering and evaluating the quality of evidence-based data.
      • Describe governmental regulatory initiatives and outcome measures that can be applied in the care coordination process to achieve the Triple Aim within a population.
    • Competency 2: Explain the relationship between care coordination and evidence-based data.
      • Explain how evidence-based data shapes the care coordination process in nursing.
    • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
      • Present process improvement recommendations to a stakeholder group clearly and concisely.
      • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using current APA style.
  • SCORING GUIDE

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Nursing Question

Assignment: Workplace Environment Assessment

Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it.

In this module’s Discussion, you applied the Clark Healthy Workplace Inventory to diagnose potential problems with the civility of your organization. In this Portfolio Assignment, you will continue to analyze the results and apply published research to the development of a proposed treatment for any issues uncovered by the assessment.

To Prepare:

  • Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
  • Review the Work Environment Assessment Template.
  • Reflect on the output of your Discussion post regarding your evaluation of workplace civility and the feedback received from colleagues.
  • Select and review one or more of the following articles found in the Resources:
    • Clark, Olender, Cardoni, and Kenski (2011)
    • Clark (2018)
    • Clark (2015)
    • Griffin and Clark (2014)

The Assignment (3-6 pages total):

Part 1: Work Environment Assessment (1-2 pages)

  • Review the Work Environment Assessment Template you completed for this Module’s Discussion.
  • Describe the results of the Work Environment Assessment you completed on your workplace.
  • Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.
  • Explain what the results of the Assessment suggest about the health and civility of your workplace.

Part 2: Reviewing the Literature (1-2 pages)

  • Briefly describe the theory or concept presented in the article(s) you selected.
  • Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
  • Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.

Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages)

  • Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.
  • Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.
  • Required Readings

    Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.

    • Chapter 5, “Collaborative Leadership Contexts: It Is All About Working Together (pp. 155–178)
    • Chapter 8, “Creating and Shaping the Organizational Environment and Culture to Support Practice Excellence” (pp. 237–272)
    • Chapter 7, “Building Cohesive and Effective Teams” (pp. 212–231)

    Select at least ONE of the following:

    Clark, C. M., Olender, L., Cardoni, C., Kenski, D. (2011). Fostering civility in nursing education and practice. The Journal of Nursing Administration, 41(7/8), 324–330.

    Clark, C. M. (2018). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator.

    Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18–23. Retrieved from https://www.americannursetoday.com/wp-content/uplo…

    Griffin, M., & Clark, C. M. (2014). Revisiting cognitive rehearsal as an intervention against incivility and lateral violence in nursing: 10 years later. Journal of Continuing Education in Nursing, 45(12), 535–542.


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Nursing Question

Assignment Content


  1. Using the data from your family and community assessments:

    • Analyze the role of community/public health nursing and community partnerships as they apply to your clinical family’s community.
    • Analyze the influence of social determinants of health, such as culture and access to resources, in your clinical family’s community.
    • Compare epidemiological data for your clinical family’s community to state-level data.
    • Determine at least one community nursing diagnosis that relates to your clinical family’s community.

    Select one Healthy People 2020 Leading Health Indicator (LHI) that relates to your clinical family’s community. Based on your selected LHI topic:

    • Identify at least one nursing intervention for each diagnosis above.
    • List the health partnership(s) that could or do assist in implementing the interventions in the community.

    Create a plan for how nurses can advocate within the community for sustained change. Include:

    • Goal(s)
    • Planned action
    • Needed resources
    • Timeframe for evaluation

    Include at least one peer-reviewed and one evidence-based reference and an APA-formatted reference page.
    Note: Remove all personally identifying information, such as the family members’ names. Refer to family members by initials only.
    Format your assignment as one of the following:

    • 18- to 20-slide presentation
    • 700- to 1,050-word paper

    • Rubric
      Details
    • Exceeds Expectations
      Role of community/public health
      Evaluated the role of community/public health nursing and
      community partnerships as they apply to the participating family’s community.
    • Exceeds Expectations
      Social determinants
      Evaluated the influence of social determinants of health,
      such as culture and access to resources, in the participating family’s
      community.
    • Exceeds Expectations
      Epidemiological data
      Analyzed epidemiological data for the participating family’s
      community to state-level data.
    • Exceeds Expectations
      Community nursing diagnosis(es)
      Analyzed community nursing diagnosis (es) that relate to the
      participating family’s community.
    • Exceeds Expectations
      Nursing intervention
      Explained at least one nursing intervention for each
      diagnosis above.
      Exceeds Expectations
      Health partnership(s
      Explained the health partnership(s) that could or do assist
      in implementing the interventions in the community.
    • Exceeds Expectations
      Create a plan
      Created a plan for how nurses can advocate within the
      community for sustained change that included goals, planned action, needed
      resources, and timeframe for evaluation from a unique and creative perspective
    • Exceeds Expectations
      Quality of written communication
      Exceptionally concise written explanation of findings. Prose
      is free of mechanical errors. A variety of sentence structures and effective
      figures of speech are used. Writer is clearly in command of standard, written,
      academic English.
    • Exceeds Expectations
      Use of APA Format/Style
      A broad understanding of APA format and style is evident.
      Accurate citations and references are presented. No APA errors are evident


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Nursing Question

Community Assessment and Analysis Presentation

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

  1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
  2. Interview a community health and public health provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.

Include the following in your presentation:

  1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
  2. Summary of community assessment: (a) funding sources and (b) partnerships.
  3. Summary of interview with community health/public health provider.
  4. Identification of an issue that is lacking or an opportunity for health promotion.
  5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Attachments

NRS-428VN-RS4-FunctionalHealthPatternsCommAssessment.doc

NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.doc


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Nursing Question

CONTINUATION FROM NURS6618: ASSESSMENTS 1 AND 2

Develop a disaster preparedness tool kit(one page summary) for a community or population AND Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan. Please use APA Format, and references(5-7 references) within the past 5 years. Scoring guide will be provided to ensure satisfying assessment and OPTIONAL resources you can use.

Introduction

Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.

Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.

This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.

Preparation

For this assessment, you will assume the role of Care Coordinator for Disaster Care in the same practice setting you chose for Assessment 1. Within this context, you will develop a disaster planning tool kit to provide comprehensive community health care disaster relief or to meet the care needs of a specific population within the community. Choose a current event or hypothetical disaster scenario as the basis for your tool kit. Explore past and recent disasters and lessons learned.

After completing your disaster planning tool kit for your particular situation, you will then develop a short presentation for your care coordination team to prepare your team for using the tool kit.

Presentation Tools

You may use Microsoft PowerPoint or any other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.

Requirements

For this assessment:

  1. Develop a disaster planning tool kit that includes:
    • The policy for the disaster preparedness plan.
    • Guidelines on how to employ the policy in practice.
    • Recommendations for identifying and working with stakeholders to achieve buy-in and support to implement and sustain the plan.
  2. Develop a presentation for your care coordination team to prepare them to use the disaster planning tool kit to implement a disaster preparedness plan.

Use the care coordination project plan you developed in Assessment 1 as a model for your tool kit in this assessment. You may choose to develop an overarching plan for the entire community or to address the care needs of a specific population within the community. You may address the same population you chose in Assessment 1 or Assessment 2.

Tool Kit Documents and Presentation Format and Length

Format your tool kit using APA style.

  • Your tool kit should consist of a one page summary explaining what you did and why. Place as appendices the policy, guidelines, and recommendations.
  • Your document should also include:
    • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • Be sure that the content of your document is clear, well-organized, and does not exceed 3-5 pages.

At a minimum, your presentation must include the following slides:

  • Title.
  • Purpose (the reasons for your presentation).
  • References (at the end of your presentation).
  • Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.

Your slide deck should consist of approximately 5 slides, not including the title, purpose, and references slides.

Supporting Evidence

Cite 5-7 sources of scholarly or professional evidence to support your project plan.

Developing Your Disaster Planning Tool Kit and Presentation

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that, at a minimum, you address each criterion. You may also want to read the Disaster Plan With Guidelines for Implementation: Tool Kit for the Team scoring guide to better understand how each criterion will be assessed.

  • Assess the care coordination needs of a community or population in a disaster situation.
    • What key challenges is the community or population likely to face?
    • What lessons learned are offered by similar disasters?
    • What evidence supports your conclusions?
  • Identify the key elements of a disaster preparedness project plan for providing effective care coordination to a community or population.
    • What are the potential effects of the disaster on care coordination?
    • What factors should your plan address? For example, consider training, coordination with outside organizations, or evacuation.
    • What resources might aid your planning process? For example, a facility risk assessment or hazard vulnerability analysis?
  • Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care. For example, consider the following:
    • First responders.
    • Critical access points for care.
    • Ambulance transport.
    • Types of critical supplies and equipment, such as ventilators with generators.
    • Medicine and other life support needs.
  • Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
    • What standards and practices are most applicable in this instance? Why?
    • How do they safeguard the provision of ethical, culturally-competent care?
  • Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
    • What role do particular agencies or organizations play in a disaster?
    • Why are these relationships essential?
  • Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
    • What are the implications and consequences for care coordination?
  • Prepare your care coordination team to implement the project plan.
    • Clearly communicate the important aspects of plan implementation, including specific actions and their underlying rationale.
    • What questions, objections, or resistance might you expect? How will you respond?
    • Express your main points, arguments, and conclusions coherently.
    • Proofread your slides to minimize errors that could distract the audience and make it more difficult to focus on the substance of your presentation.
  • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
    • Is your supporting evidence clear and explicit?
    • How or why does particular evidence support a claim?
    • Will your audience see the connection?

Additional Requirements

Be sure that you have used the APA Style Paper Tutorial [DOCX] to format your project tool kit and that your document includes:

  • A title page and references page.
  • A running head on all pages.
  • Appropriate section headings.

In addition, be sure that:

  • Your slide deck consists of approximately 5 slides, not including the title, purpose, and references slide.
  • You have cited 5-7 sources of relevant and credible scholarly or professional evidence to support your project plan.
  • Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.

Competencies Measured

By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:

  • Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
    • Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
  • Competency 2: Align care coordination resources with community health care needs.
    • Assess the care coordination needs of a community or population in a disaster situation.
    • Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
  • Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
    • Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
    • Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
  • Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
    • Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
    • Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
    • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

    OPTIONAL REFERENCES:

  • ASSESSMENT IN DISASTERS FOR CARE COORDINATION

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Nursing Question

Conduct a health information technology needs assessment. Then, present your findings and recommendations, in a 4-5 page executive summary, regarding a new or upgraded telehealth technology for your organization or practice setting.

Introduction

Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.

Nurse leaders play a key role in the decision-making processes associated with the purchase of a health information technology and any subsequent technology upgrades and improvements. A thorough and accurate needs assessment establishes a foundation for evaluating the overall value to an organization of the various technologies that can be used to support nursing and improve patient care.

The needs assessment you will conduct in your first assessment enables you to take a systematic approach to developing knowledge about a new or upgraded telehealth technology that would impact nursing practice. The needs assessment also identifies assessment work that may already have been completed and any gaps that still exist and must be addressed. The goals of completing the needs assessment are to:

  1. Identify gaps in practice that must be addressed to improve patient care.
  2. Understand the nature and scope of needed changes and identify associated opportunities and challenges.
  3. Enable a thoughtful and systematic approach to change implementation and management.

This assessment provides an opportunity for you to work through the needs assessment process and present your findings in a way that will help you gain the support of executive leaders.

Note: Your needs assessment will provide the basis for the remaining assessments in this course.

Preparation

Telehealth technology can be representative of many different scenarios. For example, the technology could be designed to assist nurses with providing care, such as chronic disease management, to rural patients. It could also be designed to enable physicians to access enhanced care strategies from other providers in another part of the United States, or internationally. Such care strategies might include radiology readings or assistance in an operating room with a new procedure.

For this assessment and all remaining assessments, choose any new or upgraded telehealth technology that you would like to see implemented in your organization or practice setting. Be creative and imagine what it would be like to have any telehealth resources that would benefit your community. Then, imagine that executive leaders in your organization or practice setting are considering the purchase of those resources to improve the quality of care provided to patients and enable medical and nursing staff to extend coverage for patients in the region.

Finally, as a nurse leader with responsibilities in upper management, imagine that you have been asked to determine whether this purchase will adequately address key issues in patient care and lead to improved outcomes.

To prepare for the assessment, you are encouraged to reflect on performance gaps in your organization, what outcomes are measured, and how telehealth technologies can help to improve outcomes. Also, consider how you would effectively communicate the need for a new or upgraded technology to executive leaders in a way that will help you obtain their support. In addition, you may wish to:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
  • Review the Guiding Questions: Technology Needs Assessment [DOCX], which includes questions to consider and additional guidance on how to successfully complete the assessment.

Note: Remember that you can submit all or a portion of your draft needs assessment summary to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

Requirements

Determine the need for the new or upgraded telehealth technology. Present your findings and recommendations in an executive summary. Include any available assessments and gap analyses that may have been conducted previously.

Complete the Vila Health: Preparing for a Technology Needs Assessment simulation. Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health scenarios, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career. The information you gather in this scenario will help you to complete the assessment.

The executive summary requirements, outlined below, correspond to the grading criteria in the Technology Needs Assessment Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. The Guiding Questions: Technology Needs Assessment document linked above provides additional considerations that may be helpful in completing your assessment. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

  • Explain the relevance and importance of a needs assessment.
  • Identify the key issues in nursing care affecting patient outcomes that the new or upgraded telehealth technology will address.
  • Identify the safety requirements and regulatory considerations when using this technology.
  • Identify the patient confidentiality and privacy protections that this technology must address.
  • Describe the potential impact of internal and external stakeholders and end users on the acquisition of this technology.
  • Support assertions, arguments, conclusions, and recommendations with relevant and credible evidence.
  • Write clearly and concisely in a logically coherent and appropriate form and style.
Document Format and Length

Format your executive summary using APA style.

  • Use the Student Paper Format for APA seventh edition. Be sure to include:
    • A title page and references page. An abstract is not required.
    • Appropriate level 1 section headings.
  • Your executive summary should be 3-4 pages in length, not including the title page and references page.
Supporting Evidence

Cite at least five credible sources from peer-reviewed journals or professional industry publications to support your implementation plan.

Additional Requirements

Proofread your executive summary before you submit it to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.

Portfolio Prompt: You may choose to save your executive summary to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Evaluate technologies used to gather patient data; inform diagnoses; and enhance care quality, safety, and outcomes.
    • Explain the relevance and importance of a needs assessment.
    • Identify the safety requirements and regulatory considerations when using a new or upgraded telehealth technology.
  • Competency 2: Develop a collaborative technology integration strategy.
    • Describe the potential impact of internal and external stakeholders and end users on the acquisition of a new or upgraded telehealth technology.
  • Competency 3: Develop a strategy for managing technology use that enhances patient care and organizational effectiveness.
    • Identify the key issues in nursing care affecting patient outcomes that a new or upgraded telehealth technology will address.
  • Competency 4: Promote effective technology use policies that protect patient confidentiality and privacy.
    • Identify the patient confidentiality and privacy protections that a new or upgraded telehealth technology must address.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
    • Support assertions, arguments, conclusions, and recommendations with relevant and credible evidence.
    • Write clearly and concisely in a logically coherent and appropriate form and style.

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Nursing Question

I’m working on a nursing question and need an explanation and answer to help me learn.

NURS_306 – Nursing Evolution Rubric

NURS_306 – Nursing Evolution Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus

6.5 pts

Meets Expectations

1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.

4.94 pts

Approaches Expectations

1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.

3.25 pts

Does Not Meet Expectations

1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.

6.5 pts

This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.

7 pts

Meets Expectations

1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation—describe their role/ contribution.)

5.31 pts

Approaches Expectations

1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement

3.5 pts

Does Not Meet Expectations

1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement

7 pts

This criterion is linked to a Learning OutcomeModels leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery.

6.5 pts

Meets Expectations

1. Describe an event that demonstrates: • application of leadership concepts, skills and decision making in the provision of high quality nursing care, • healthcare team coordination • the oversight and accountability for care delivery 2. Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team

4.94 pts

Approaches Expectations

1. Describes limited leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery 2. Limited description of an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team

3.25 pts

Does Not Meet Expectations

1. Gives no examples of leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery in a variety of settings 2. Does not describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team

6.5 pts

Total Points: 20


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Nursing Question

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

  • Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources. https://www.congress.gov

The Assignment: (1- to 2-page Legislation Grid; 1-page Legislation Testimony/Advocacy Statement)

Be sure to add a title page, an introduction, purpose statement, and a conclusion. This is an APA paper.

Part 1: Legislation Grid (word document attached)

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:

  • Determine the legislative intent of the bill you have reviewed.
  • Identify the proponents/opponents of the bill.
  • Identify the target populations addressed by the bill.
  • Where in the process is the bill currently? Is it in hearings or committees?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

  • Advocate a position for the bill you selected and write testimony in support of your position.
  • Describe how you would address the opponent to your position. Be specific and provide examples.
  • At least 2 outside resources and 2-3 course specific resources are used. Course specific resources are as follows: https://www.congress.gov; Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
  • Submit your completed legislation grid and testimony/advocacy statement.

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Nursing Question

*******CONTINUATION FROM NURS6618: ASSESSMENT 1*****

Develop a project plan to mobilize coordinated care for an immigrant or refugee population. Then, draft a 4-5 page organizational policy addressing care for this group, informed by the project plan, that meets current standards of practice. Please use APA format with references within the past 5 years. Attached below is the scoring guide that must be used to ensure satisfying assignment for professor. OPTIONAL references are provided if you wish to use.

Introduction

Note: The assessments in this course build upon the work you have completed in the previous assessments. Therefore, complete the assessments in the order in which they are presented.

The United States’ evolving diversity brings prospects and challenges for health care providers, health care systems, and policymakers to produce and deliver culturally-competent services for immigrant and refugee populations. For example, improving health outcomes for undocumented immigrant populations present unique and often difficult challenges for care coordinators at all levels. New arrivals in a community bring with them different cultural backgrounds, beliefs, perceptions, and biases that may influence their seeking access to care and exacerbate health disparities. In addition, they may struggle to navigate a complex and sometimes bewildering health care system.

This assessment provides an opportunity for you to examine an undocumented immigrant population of your choice, develop a project plan to address their care coordination needs, and craft an organizational policy addressing care that meets current standards of practice.

Note: Your work in Assessment 1 will inform your work in this assessment. Therefore, complete the assessments in the order in which they are presented.

Preparation

For this assessment, you will assume the role of Director of Care Coordination in the same practice setting you chose for Assessment 1. Within this context, you will develop a project plan to provide health care for an undocumented immigrant or refugee population of your choice. The population may be of local, national, or international interest, but must not have obtained permanent U.S. residency status.

After completing your project plan, you will then compose an organizational policy that addresses care for this group.

Requirements

For this assessment:

  1. Develop a project plan to mobilize coordinated care for an undocumented immigrant or refugee population. Use the care coordination project plan you developed in Assessment 1 as a model for your project plan in this assessment. Include, in your plan, whatever information is appropriate for the specific population you have chosen to address.
  2. Compose an organizational policy addressing care for this group, informed by your project plan, that meets current standards of practice.
Project Plan and Policy Document Format and Length

Format your project plan and policy document using APA style.

  • Use the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your documents.
  • Your policy document should be 4-5 pages in length, not including the title page and references page.
Supporting Evidence

Cite a combined total of 6-8 sources of scholarly or professional evidence to support your project plan and policy document.

Developing Your Project Plan and Policy Document

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that, at a minimum, you address each criterion. You may also want to read the Mobilizing Care for an Immigrant Population scoring guide to better understand how each criterion will be assessed.

Project Plan
  • Provide a rationale for addressing the health care needs of the chosen undocumented immigrant or refugee population.
    • Explain why you chose this particular population for your project plan.
    • What criteria did you apply to your selection?
  • Assess the health care needs of the chosen population.
    • Apply a project management tool or model (SWOT, AI, Six Sigma) that you are familiar with or use in your organization.
    • What evidence supports your conclusions?
  • Identify the organizations and stakeholders who must participate in caring for the chosen population.
    • Consider coordinated care on a local, state, national, or international level, as applicable.
Policy Document
  • Describe the characteristics that define the chosen population.
    • Provide demographic information, such as the age, gender(s), location, social, psychological, economic, political, cultural, or other characteristics of the population that you believe are important.
  • Interpret current policies in your organization for providing health care for immigrants and refugees who do not have permanent resident status in the United States.
    • What are the key policy elements that guide practice?
    • Do the policies and practices keep pace with environmental changes and current legislation?
  • Analyze assumptions and biases associated with a particular immigrant or refugee population, and the influence of culture and linguistic differences on access to care.
    • Do any of the assumptions have merit?
    • What assumptions or biases might be particularly pernicious or harmful as the basis for decision making?
    • How can culture and linguistic differences affect access to care?
  • Evaluate two U.S. health care policies, national initiatives, or pieces of legislation that provide guidance on current standards of care for immigrant or refugee populations.
    • Do these policies, initiatives, or laws guarantee fair and ethical treatment?
    • Do they provide a sufficient basis for guiding professional practice in the provision of safe, high-quality, and equitable care?
Communications and Information Literacy
  • Write clearly and concisely, using correct grammar and mechanics.
    • Express your main points and conclusions coherently.
    • Proofread your writing to minimize errors that could distract readers and make it difficult to focus on the substance of your evaluation.
  • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
    • Is your supporting evidence clear and explicit?
    • How or why does particular evidence support a claim?
    • Will your audience see the connections?

Additional Requirements

Be sure that you have used the APA Style Paper Tutorial [DOCX] to format your project plan and policy document. Also, be sure that each document includes:

  • A title page and references page.
  • A running head on all pages.
  • Appropriate section headings.

In addition, be sure that:

  • Your policy document is approximately 4-5 pages in length, not including the title page and references page.
  • You have cited a combined total of 6-8 sources of relevant and credible scholarly or professional evidence to support your project plan and policy document.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:


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Nursing Question

I need a Health History interview paper APA format written out for me. I have the interview paper on the adult. However, (subjective data only) needs to be written in this format that I have listed within this detail information as to how to write this paper. Data must be collected and completed on the Health History interview worksheet provided that I will provide in order to write the paper. Please expected to summarize both positive and negative findings in a type-written paper in accordance to the 7th edition APA format APA style resource (Links to an external site.). The content of the paper should include the criteria listed below and further details and/or clarification will be provided later.

Health History Paper Assignment Instructions:

  • Interview a person utilizing all the interview strategies learned in the course (i.e. open questions, encouraging elaboration, exploring details, etc.) Note the reports on the Health History Worksheet I will provided later.
  • In the body of your paper, there should be an overall summary in your own words of the patient’s positive and negative subjective reports, including comments about the patient’s overall mental status.
  • The biographical data section of your paper should be in the following format that identifies 3 biographical data variables that correlate with the patient’s medical history and particular research findings. The table I will included later in the template once I we start on the paper. Do not use the patient history or research findings already listed as this will constitute as plagiarism.
  • You must complete and attach the templates below to your Health History Paper (remove all red markings).
  • Omission of health history worksheet (-3pts) No SLUMS-Mental Status Questionnaire (-1pt) This will be provided later once we start to work on the assignment together. Health History Assessment Paper Grading Rubric
    Health History Assessment Paper Grading Rubric
    Criteria
    This criterion is linked to a Learning OutcomeSubjective Data Summary(Information gathered from Interview)
    *Attach Health History Worksheet & Mini-Mental Questionnaire
    This criterion is linked to a Learning OutcomeBiographical Data #1With a cited research finding
    This criterion is linked to a Learning OutcomeBiographical Data #2With a cited research finding
    This criterion is linked to a Learning OutcomeBiographical Data #3With a cited research finding
    This criterion is linked to a Learning OutcomeNANDA Nursing Diagnosis“Actual”
    This criterion is linked to a Learning OutcomeNANDA Nursing Diagnosis“Risk for”
    This criterion is linked to a Learning OutcomeAPA Format:Title Page w/name of paper, student name, college & course, date (1)

    12 pt. Times New Roman (1)
    Double-Spaced with a 1-inch
    margin (2)
    Grammar & spelling (2)
    Subheadings (1)
    Citations within paper (1)
    Reference Page (1)
    Inclusion of Worksheets (1)

    Please don’t hesitate to ask any question Im here to assist in whatever seems to be confusing.


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Nursing Question

Develop a care coordination project plan for a population that is in need of care from multiple organizations. Then, develop 10-12 slides (not including title or reference slide) for use in presenting your plan to administrative decision makers. Please use APA Format, and references within the past 5 years. Scoring guide will be provided to ensure satisfying assessment and OPTIONAL resources you can use.

Introduction

Note: Complete the assessments in the order in which they are presented. The assessments that follow will build upon the work you have completed in this first assessment.

The role of professional nursing continues to expand and incorporate increasingly higher levels of expertise, specialization, autonomy, and accountability. This is particularly true in regard to the scope and challenges of providing coordinated care to members of various populations within a community. In addition, care coordination leaders must be confident in their abilities to navigate and lead change in their work environments.

This assessment provides an opportunity for you to formulate a care coordination project planning strategy, develop a care coordination project plan for a selected population, and garner support for your plan from decision makers.

Note: Your work in subsequent assessments will be based on the project plan you develop in this assessment. Therefore, complete the assessments in the order in which they are presented.

Preparation

For this assessment, you will assume the role of Care Coordinator Project Manager in your present organization or in an organization or setting you aspire to work in, are familiar with, or interested in. Within this context, you will develop a care coordination project plan for a population of your choice that is in need of care from multiple organizations.

In this role, you must consider a comprehensive strategy to organize and coordinate care for the selected population on a local, state, national, or international level, depending upon the population. Your project plan will serve as a model for addressing the care coordination needs of another population, or of an entire community, in Assessments 2 and 3.

After completing your project plan, you will then develop a presentation of your plan to gain the support of administrative decision makers in the organization.

Note: Remember that you can submit all or a portion of your draft documents to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

Presentation Tools

You may use Microsoft PowerPoint or another suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.

Requirements

For this assessment:

1. Develop a care coordination project plan for a population of your choice. For example:

  • Children or the elderly.
  • Chronic care patients.
  • Patients with disabilities.
  • End-of-life care patients.
  • Special needs patients.
  • Inner city or rural area residents.

2. Develop a presentation of your plan for administrative decision makers in the organization to obtain their support.

Note: Choose any population you are familiar with and interested in addressing. However, you will have an option to address the care coordination needs of an undocumented immigrant or refugee population in the next assessment, so do not choose this population for this assessment.

In addition to the requirements outlined below for developing and presenting your project plan, you are encouraged to include whatever additional information is appropriate for the specific population for whom you have chosen to provide a care plan.

Project Plan and Presentation Format and Length

You may use either Microsoft Word or Excel to format your project plan.

  • For Word documents, use the APA Style Paper Tutorial [DOCX] to help you write and format your project plan. There is no required page length but be sure to include:
    • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • For Excel spreadsheets, be sure to include properly formatted citations and references.

At a minimum, your presentation must include the following slides:

  • Title.
  • Purpose (the reasons for your presentation).
  • References (at the end of your presentation).

Your slide deck should consist of 10-12 slides, not including the title, purpose, and references slides.

Supporting Evidence

Cite 5-7 sources of scholarly or professional evidence to support your project plan.

Developing and Presenting Your Project Plan

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that, at a minimum, you address each criterion. You may also want to read the Planning and Presenting a Care Coordination Project scoring guide to better understand how each criterion will be assessed.

  • Articulate your vision of interagency coordinated care for this population.
    • Consider how you would organize and consolidate care for this population.
    • What assumptions underlie your vision?
  • Identify the organizations and groups who must participate in caring for this population.
    • Consider coordinated care on a local, state, national, or international level, as applicable.
    • Identify the team members who will comprise your interprofessional care coordination team.
  • Determine the resource needs of this population.
    • Operational and capital budgeting needs, including:
      • General supplies.
      • Staffing.
      • Capital purchases.
    • Costs: Estimated funds.
    • Assumptions.
  • Identify project milestones and outcome measures.
    • Determine the key steps in attaining your goals for this project.
    • Determine timeframes for each milestone.
    • Identify outcome measures for your project.
  • Present your project plan to administrative decision makers.
    • Be clear and focused about the why this care coordination project plan is important to successfully support this population.
    • Address the anticipated needs and concerns of your audience.
    • What questions or alternative points of view might you expect? How will you respond?
    • Express your main points, arguments, and conclusions coherently.
    • Proofread your slides to minimize errors that could distract the audience and make it more difficult to focus on the substance of your presentation.
  • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
    • Is your supporting evidence clear and explicit?
    • How or why does particular evidence support a claim?
      • Will your audience see the connection?

Additional Requirements

Be sure that you have used the APA Style Paper Tutorial [DOCX] to format your project plan and that your document includes:

  • A title page and references page.
  • A running head on all pages.
  • Appropriate section headings.

In addition, be sure that:

  • Your slide deck consists of approximately 10-12 slides, not including the title, purpose, and references slide.
  • You have cited 5-7 sources of relevant and credible scholarly or professional evidence to support your project plan.

Portfolio Prompt: You may choose to save your project plan and presentation to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:


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Nursing Question

iconQuantitative Research Article Critique


Goal: Conduct a critical appraisal of literature that demonstrates an understanding of quantitative research.

Using Chapter 18 Table 18-1 Summary of Major Content Sections of a Research Report and Related Critical Appraisal Guidelines, write a critique of a quantitative research article that you have read related to your clinical practice.

Submission Instructions:

  • The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
  • The paper should be formatted per current APA and 2-3 pages in length, excluding the title page, abstract, and references page.
  • Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
  • Complete and submit the assignment by 11:59 PM ET Sunday.
  • Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.

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Grading Rubric


Your assignment will be graded according to the grading rubric.

Essay/Paper Rubric
Criteria Ratings Points

Identification of Main Issues/Problems

Distinguished – 4 points
Identify and demonstrate a sophisticated understanding of the issues/problems.

Excellent – 3 points
Identifies and demonstrate an accomplished understanding of most of issues/problems.

Fair – 2 points
Identifies and demonstrate an acceptable understanding of most of issues/problems.

Poor – 1 point
Identifies and demonstrate an unacceptable understanding of most of issues/problems.

4 points

Analysis and Evaluation of Issues/Problems

Distinguished – 4 points
Presents an insightful, thorough analysis and evaluation of issues/problems.

Excellent – 3 points
Presents a thorough analysis and evaluation of most of the issues/problems.

Fair – 2 points
Presents a superficial or incomplete analysis and evaluation of issues/problems.

Poor – 1 point
Presents unacceptable analysis and evaluation of issues/problems.

4 points

Demonstrates a Conceptual Understanding

Distinguished – 4 points
Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.

Excellent – 3 points
Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.

Fair – 2 points
Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.

Poor – 1 point
Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.

4 points

Use of Citations to Course Readings and Additional Research/Literature

Distinguished – 4 points
Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.

Excellent – 3 points
Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

Fair – 2 points
Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

Poor – 1 point
Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing.

4 points

Writing Mechanics and APA Formatting Guidelines

Distinguished – 4 points
Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.

Excellent – 3 points
Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.

Fair – 2 points
Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.

Poor – 1 point
Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.

4 points
Total Points 20

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Nursing Question

Assignment

  • Utilize Readings/Resources
  • Discussion 5 (10 points)
    • Post a response to all the questions about the case study below. Be sure to follow the discussion rubric guidelines found in the NURS 300 syllabus, Appendix B. I will also provide the rubric below. Please note the due dates for postings on the NURS 300 calendar. It is important to know that as your instructor, I am sensitive to your busy schedules with family, work, and school. There are due dates for postings, created to allow productive discussions between yourself and your peers. If you ever feel that meeting a due date creates a significant challenge for you, please let me know and we will discuss an alternative plan for you. If I do not hear from you, the grading criteria for late submissions will be followed.
    • After the student completes their initial posting, and has responded to at least two other students, the student will self-grade their discussion using the discussion quiz, located within NURS 300 Module 11 content area. The student’s self grade will be reviewed by the course instructor for accuracy, and adjusted as needed.

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Please respond to all of the questions below:

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Isabella is a 4-year-old girl who showed signs of a viral illness that did not seem to get better for 2 days. Her mother, Sonia Ramirez, took her to a local walk-in clinic, where she was reassured that Isabella had a bad cold but would recover within a few days. She was given a teaching sheet about viral illnesses that, after getting home, she realized she could not understand. The next day, however, Isabella was barely responsive and had numerous dark purple spots. Her mother rushed her to a local emergency room. Isabella was intubated and airlifted via helicopter to a major medical center, where she was diagnosed with meningococcemia, a life-threatening infection.

Isabella subsequently had bilateral amputations of her legs for gangrene secondary to poor perfusion. After a long hospitalization, she was transferred to a rehabilitation facility where she was fitted with prosthetic legs. Sonia quit her job to stay with Isabella throughout her illness and recovery. When Sonia quit her job, her insurance benefits ended, and she could not afford to pay for continuing insurance coverage.

Discuss all of the questions below:
Isabella’s health care bills were enormous.

  • What is the role of private insurance in paying these bills?
  • What is the role of public assistance?
  • What is the role of the nurse in containing these costs?
  • Do you feel that health literacy played a role in the patient’s outcome?
  • If so, how?
  • Do you think Sonia should have continued working through Isabella’s illness in order to continue insurance coverage?
  • Would you feel differently about who is accountable for paying the bills for caring for this patient if the patient had been a morbidly obese adult who lived with unhealthy eating and exercise habits?
  • Is this a display of incivility?
  • If so, what are some possible destructive consequences of this incivility, including the financial implications for the patient and rehabilitation facility?
  • How could each of the following nursing roles advocate for Isabella: educator, manager, researcher, activist?
  • How could the contemporary care delivery model of patient-centered care, used by an interdisciplinary team, effect the care and outcomes for Isabella?
  • What is the RN’s role on that team?

Discuss these questions as well:

You are a nurse working in this rehabilitation facility. You have a peer in this facility who disagrees with your feelings about Isabella’s current employment decisions. This peers make derogatory, demeaning statements about your feelings for this situation.


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Nursing Question

Colon


You are about to perform a rectal examination of an older adult.

  • What are the steps to examine this patient?
  • Explain your rationale.
  • What are some findings you can have while assessing the rectal sphincter?
  • Describe the differences during the rectal examination of acute prostatitis and benign prostatic hypertrophy.
  • What findings would expect on physical examination of acute prostatitis and benign prostatic hypertrophy?

Submission Instructions:

  • Your initial post should be at least 500 words, formatted and cited in proper current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
  • You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
  • All replies must be constructive and use literature where possible.
  • Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.
  • You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

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Read

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Supplemental Online Materials & Resources

If you are interested in seeing one of the training videos, watch an Open Access session on the website above.

The presentation Improving Glycemic Control among Incarcerated Men: A Health Promotion Model from the Virginia Henderson Repository of Sigma Theta Tau International Honor Society of Nursing Grading Rubric


Your assignment will be graded according to the grading rubric.

Discussion Rubric
Criteria Ratings Points

Identification of Main Issues, Problems, and Concepts

Distinguished – 5 points
Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts.

Excellent – 4 points
Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.

Fair – 2 points
Identifies and demonstrate an acceptable understanding of most of issues, problems, and concepts.

Poor – 1 point
Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.

5 points

Use of Citations, Writing Mechanics and APA Formatting Guidelines

Distinguished – 3 points
Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.

Excellent – 2 points
Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.

Fair – 1 point
Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.

Poor – 0 points
Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.

3 points
Response to Posts of Peers

Distinguished – 2 points
Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.

Fair – 1 point
Student constructively responded to one other post and either extended, expanded or provided a rebuttal.

Poor – 0 points
Student provided no response to a peer’s post.

2 points
Total Points 10

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Nursing Question

  • Develop a 3-4 page plan to identify the causes of organizational conflict, explain how conflict affects an organization, and select a conflict resolution style to use. Explain conflict negotiation strategies and determine the likely outcomes.

    Introduction

    Disagreements occur because we have differences of opinions, values, and goals. Solutions to disagreements require negotiation skills. While negotiating, the parties involved have to “generate options, brainstorm ideas, give and take, and attempt to get their mutual goals met” (Hocker & Wilmot, 2014, p. 249).

    Reference

    Hocker, J., & Wilmot, W. (2014). Interpersonal conflict (9th ed.). McGraw-Hill.

    Demonstration of Proficiency

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Identify variables within an organizational structure that can promote conflict.
      • Identify the factors responsible for conflict within an organization.
    • Competency 3: Apply appropriate strategies to reduce or resolve conflicts.
      • Describe a conflict resolution style appropriate for a conflict situation within an organization.
      • Explain conflict negotiation strategies appropriate for a conflict situation within an organization.
    • Competency 4: Analyze the impact of conflict on relationship building in face-to-face, virtual, cyber, and group communication.
      • Explain how conflict affects an organization.
    • Competency 5: Evaluate the outcome of proposed strategies of conflict resolution.
      • Determine the outcomes of conflict negotiation strategies for an organization.
    • Competency 6: Communicate effectively in a variety of formats.
      • Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and mechanics.

    Preparation

    Use the Capella library and the Internet to research conflict negotiation strategies and conflict resolution styles. Find at least three resources to use in this assessment to support your plan.

    Instructions

    You volunteer with an organization whose executive leadership has conflicted for almost a year in deep, fairly public ways, on a variety of topics. At first the conflict seemed to center on the types of events the organization sponsored, but more recently some members of the leadership team have been making accusations of bias based on race, culture, social status, and religion against other leadership members, including the director. The conflict is making it difficult for anyone to continue working with the organization.The leadership team is composed of seven members. Six of the members, including the director, are women. There are two African-American members, including the only man on the team. There is one Hispanic member. The other four members, including the director, are Caucasian.You have successfully handled small conflicts among the volunteers and staff in the past, and now they have asked you to step in and see if you can help resolve the conflict before it destroys the organization. Leadership has already agreed to bring you in to try and help the situation, but you know you need to have a solid plan for this undertaking.Include the following in your conflict resolution plan:

    • Identify the factors that may be responsible for causing the conflict.
    • Explain how the conflict is affecting the rest of the organization.
    • Describe the conflict resolution style you will use in this situation.
    • Explain the conflict negotiation strategies you will try.
    • Based on your chosen strategies, determine the likely outcome.

    To facilitate the evaluation of your plan, format your plan according to APA guidelines.

    Additional Requirements

    • Submit 3–4 typed, double-spaced pages, not including title and reference pages.
    • Use 12-point, Times New Roman font.
    • Include a title page and reference page.
    • Cite at least three current scholarly or professional resources.

    It is recommended that you include this assessment in your ePortfolio. This assessment should illustrate your progress in areas of knowledge related to all the topics presented in this course.Portfolio Prompt: You may choose to save this learning activity to your ePortfolio.


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Nursing Question

Draft a 1,000 – 1250 word paper in which you:

  • Describe your personal worldview, including the religious (Christianity) spiritual, and cultural elements that you think most influence your personal philosophy of practice and attitude towards patient care.
  • Choose a specific nursing theory that is most in line with your personal philosophy of practice (Aesthethic Emergent theory) and approach to patient care and discuss the similarities. Explain how the nursing theory reinforces your approach to care.
  • Include in your explanation a specific example of a past or current practice and how your worldview and the nursing theory could assist you in resolving this issue.
  • Finally, explain how your worldview and the nursing theory will assist you in further developing your future practice.

You are required to cite 8 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style. An abstract is not required.

My personal world view

Spirituality to me is a deep understanding and love for life, finding sense purpose or place in this world that is ruled by a higher being. The basis for my spirituality comes from a Christian background, being raised in Jamaica a country that centers around religions of all types. It is hard to not be exposed to religious practices and beliefs because it’s also deeply embedded into our schools as first line of exposure and continued spiritual influences. However, I have yet to officially identify my spirituality to any one denomination except for the general concept of Christianity believing in a God or a superior being.

The nature of my being gravitates towards caring and nurturing those less fortunate or those not well mentally and or physically. I began to believe and often reflect to myself that it is my nature to nurture. I have applied my nature to nurture to my professional nursing services and growth. Providing nursing services and care for my patients is what comes naturally to me which in-turn influences how I care for my patients with service that provides compassion and empathy with a holistic approach. My spirituality aids in delivering nursing services with a holistic approach that addresses my patients emotional, physical and spiritual wellbeing.

Explore Emergent Theory as this relates to Aesthetic nursing and Humanist Theory as it relates to caring and compliments emergent theory- please find 1 of 8 references source below for the Emergent Theory will need to find 7 more scholarly articles or sources within 5years.

source for emergent theory : 1 of 8 (need 7 more to complete paper).

Kongsuwan, W. (2020). Development of the Emergent Theory of Aesthetic Nursing Practice (AesNURP). Health, 129(7), 1-17. https://www.scirp.org/journal/paperinformation.aspx?paperid=101448.




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Nursing Question

For this assignment, you will prepare a 3 to 4 page review of the literature pertinent to a selected problem for healthcare research and to use that review to propose a methodology to address the problem.

  1. Conduct a search of literature relevant to the problem/topic. Identify a minimum of 4 references, most of which are randomized clinical trials. Only one opinion articles may be included.
  2. Read the peer- reviewed articles with the focus of preparing a document that will compare and contrast the information in the articles you found. Copies of the articles used must be submitted with the final paper.
  3. The reader of your literature review should be able to clearly identify the gaps in the knowledge in the problem area as well as the purpose of the study you are proposing. The number of pages in this assignment should be no longer than 4 pages. You should be able to write enough to create an effective argument but not so much that the result looks padded.
  4. Prepare an Evidence Matrix using the template located in Module 2: Lecture Materials & Resources.

EVIDENCE MATRIX TEMPLATE IS ONLY TO HELP YOU PREPARE BEFORE WRTING THE ESSAY

The Evidence Matrix can help you organize your research before writing your literature review. Use it to identify patterns and cohesions in the articles you have found similar methodologies? common theoretical frameworks? It helps you make sure that all your major concepts covered. It also helps you see how your research fits into the context of the overall topic.
A literature review provides a summary of previous research on a topic that appraises, categorizes, and compares what has been previously published on a specific topic. It lets the author to synthesize and place into context the research and scholarly literature relevant to the topic. It helps to plan the different methods to a given question and reveals patterns. It forms the foundation for the author’s subsequent research and defends the significance of the new investigation.

  • The introduction should define the topic and set the stage for the literature review. It will include the author’s perspective or point of view on the topic, how they have defined the scope of the topic (including what’s not included), and how the review will be organized. It can point out overall trends, conflicts in methodology or conclusions, and gaps in the research.
  • In the body of the review, the author should organize the research into major topics and subtopics. These groupings may be by subject, type of research such as case studies, methodology such as qualitative, genre, chronology, or other common characteristics. Within these groups, the author can then discuss the evidences of each article and examine and compare the importance of each article to similar ones.
  • The conclusion will summarize the main findings of the review of literature supports or not the research to follow and may give direction for further research.
  • The list of references will include full citations for all the items mentioned in the literature review.

Submission Instructions:

  • The introduction is original work and logically organized.
  • The paper is 3-4 pages in length and follows current APA format including citation of references.
  • Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
  • Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).

PLEASE FOLLLOW RUBRIC


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Nursing Question

  • For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

    Introduction

    NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

    Preparation

    In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

    Instructions

    Note: You are required to complete Assessment 1 before this assessment.For this assessment:

    • Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.
    Document Format and Length

    Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5-7 pages in length, not including title page and reference list.

    Supporting Evidence

    Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.

    Grading Requirements

    The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    • Design patient-centered health interventions and timelines for a selected health care problem.
      • Address three health care issues.
      • Design an intervention for each health issue.
      • Identify three community resources for each health intervention.
    • Consider ethical decisions in designing patient-centered health interventions.
      • Consider the practical effects of specific decisions.
      • Include the ethical questions that generate uncertainty about the decisions you have made.
    • Identify relevant health policy implications for the coordination and continuum of care.
      • Cite specific health policy provisions.
    • Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
      • Clearly explain the need for changes to the plan.
    • Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
      • Use the literature on evaluation as guide to compare learning session content with best practices.
      • Align teaching sessions to the Healthy People 2030 document.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    Additional Requirements

    Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

    • Competency 1: Adapt care based on patient-centered and person-focused factors.
      • Design patient-centered health interventions and timelines for a selected health care problem.
    • Competency 2: Collaborate with patients and family to achieve desired outcomes.
      • Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
    • Competency 3: Create a satisfying patient experience.
      • Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
    • Competency 4: Defend decisions based on the code of ethics for nursing.
      • Consider ethical decisions in designing patient-centered health interventions.
    • Competency 5: Explain how health care policies affect patient-centered care.
      • Identify relevant health policy implications for the coordination and continuum of care.
    • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
      • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
      • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • SCORING GUIDE

    Final Care Coordination Plan Scoring Guide

    CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Design patient-centered health interventions and timelines for a selected health care problem. Does not design patient-centered health interventions and timelines for a selected health care problem. Designs patient-centered health intervention for a selected health care problem. Designs patient-centered health interventions and timelines for a selected health care problem. Designs patient-centered health interventions and timelines for a selected health care problem that includes community resources.
    Consider ethical decisions in designing patient-centered health interventions. Does not consider ethical decisions in designing health interventions. Considers ill-defined or ambiguous ethical decisions in designing patient-centered health interventions. Considers ethical decisions in designing patient-centered health interventions. Considers insightful ethical decisions in designing patient-centered health interventions. These decisions are supported by the literature.
    Identify relevant health policy implications for the coordination and continuum of care. Does not identify relevant health policy implications for the coordination and continuum of care. Identifies health policy implications that are inconsistent with the goals and objectives for the coordination and continuum of care. Identifies relevant health policy implications for the coordination and continuum of care. Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences.
    Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. Does not describe priorities that a care coordinator would establish when discussing the plan with a patient and family member. Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member but does not use evidence-based practice to make changes to the plan. Describes priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. Clearly explains the need for changes to the plan.
    Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document. Does not use the literature on evaluation as a guide to compare learning session content with best practices, and does not include how to align teaching sessions to the Healthy People 2030 document. Discusses evaluation but does not use the literature as a guide to compare learning session content with best practices, or does not include how to align teaching sessions to the Healthy People 2030 document. Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document. Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document. Clearly explains the need for any revisions.
    Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly. Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing. Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.
    Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transitions. Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

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Nursing Question

Develop a 20-minute presentation(I WILL DO THIS. I JUST NEED THE 4-5 PG PAPER ) for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length, and record a video of your presentation.

Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.

This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.

Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

PREPARATION

Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.

To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.

You may also wish to:

  • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
  • Allow plenty of time to rehearse your presentation

INSTRUCTIONS

Complete the following:

  • Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.

Note: You are not required to deliver your presentation.

Presentation Format and Length

Create a detailed narrative script for your video presentation, approximately 4–5 pages in length(not including reference page) APA Format. Include a reference list at the end of the script.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.

Grading Requirements

The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
    • Provide, for example, drug-specific educational interventions, cultural competence strategies.
    • Include evidence that you have to support your selected strategies.
  • Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
  • Explain the rationale for coordinated care plans based on ethical decision making.
    • Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
  • Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
    • What are the logical implications and consequences of relevant policy provisions?
    • What evidence do you have to support your conclusions?
  • Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
    • Fine tune the presentation to your audience.
    • Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
    • Adhere to presentation best practices.

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Nursing Question

Please focus on linguistic Isolation in Miami Lakes area and use the attached links and pdf provided as examples and resources to focus on. The detailed instructions are attached as a pdf (Health Care Disparities Group Project)


http://www.miamidadematters.org/indicators/index/d…


https://www.countyhealthrankings.org/app/florida/2…


More links:

https://libguides.uwf.edu/c.php?g=262293&p=6646732 (University of West Florida University Library site that goes step by step on Poster Design: Tips for Creating a Successful Poster; here the site describes overview of the poster; the basic components; the visual layout, font sizes, color, charts and graphs. Everything that you need to know about how to effectively create a digital poster is right at your fingertips all you need to do is go to the site and read through it; EVERYTHING YOU NEED IS RIGHT THERE!!!!)

https://guides.library.kumc.edu/c.php?g=451711&p=6… : University of Kansas Medical Center Library has a section for Poster Design with easy to follow instructions and outlines to guide you in creating a good poster that is visually engaging as well as looking professional and these are quick and easy tutorials.

https://www.vumc.org/nursingebp/creating-and-prese… (Vanderbilt University Medical Center; Evidence-Based Practice and Nursing Research site provides information about creating and presenting Posters; now this may be geared a bit more towards research and evidence-based practice posters which you are not doing; however, the basic principles are the same).

https://www.ellismedlibrary.org/disseminate.html (Ellis Medical Library provides information about poster templates (though you already have yours but it never hurts to see other ideas) meaning you have the FNU logo but you are going to arrange the various sections of the poster to reflect the corresponding sections specific to the assignment (i.e. Introduction and what is in this section) etc.

https://researchguides.uic.edu/c.php?g=252564&p=79… (Agency for Healthcare Research and Quality or AHRQ website if you scroll down there is a section titled Creating a Scientific Poster: Creating a Poster that has links to various sources I suggest sticking to the NExT Poster Design Tips document and the Tips for Better Visual Elements in Posters and Podium Presentations. There are youtube presentations each about 20 minutes but I don’t think at this point they would prove all that useful to you). There are also sections here on Help Working with PowerPoint Slides (which is what your digital poster is created in) which provides some tutorials you may find helpful


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Nursing Question

Learning Goal: I’m working on a nursing report and need a sample draft to help me learn.

Write a 4-6 page evidence-based patient-centered care report on the patient scenario presented in the Evidence-Based Health Evaluation and Application media piece. Base your report on the information provided by the traumatic brain injury expert from the population health improvement initiative (PHII) described in the media activity and your own evidence-based research on this population health issue.

In this assessment, you will apply evidence-based practice in patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach for a personalized patient care plan, and determine which aspects of the approach could be applied to similar situations and patients.

– APA format

– References within past 5 years

– 3-5 references: scholarly or professional sources about traumatic head injuries to support your evaluation, recommendations, and plans.

– Follow scoring guide attached below

DEMONSTRATION OF PROFICIENCY

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Apply evidence-based practice to plan patient-centered care.
    • Evaluate the outcomes of a population health improvement initiative.
    • Develop a personalized patient care plan that incorporates lessons learned from a population health improvement initiative.
  • Competency 2: Apply evidence-based practice to design interventions to improve population health.
    • Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
  • Competency 3: Evaluate outcomes of evidence-based interventions.
    • Propose an evaluation strategy for the outcomes of personalized patient care plan and determine what aspects of the approach could be applied to similar situations and patients.
  • Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
    • Identify the level of evidence and describe the value and relevance it brings to personalized care for your patient.
  • Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
    • Write clearly and logically, with correct grammar and mechanics.
    • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

SCENARIO

The charge nurse in your clinic has contacted you to assume primary care for a patient and develop a plan for follow-up care. The plan should be personalized for him based on evidence-based research provided by a community expert as well as your own research on the condition. You will also be challenged to determine which aspects of the traumatic brain injury (TBI) approach could be applied to similar situations and patients.

YOUR ROLE

You are a nurse who has been requested to provide primary patient care, including a follow-up care plan. You will revisit the interview with the community TBI expert and prepare a personalized health plan for the patient.

INSTRUCTIONS

  • Review the Assessment Case Study: Traumatic Brain Injury Care Report media activity ()attached below)
  • Review relevant evidence-based research from 3-5 additional scholarly or professional sources about traumatic head injuries to support your evaluation, recommendations, and plans.
  • The following requirements correspond to the grading criteria in the scoring guide, so be sure to address each point:
    • Evaluate the expected outcomes of the population health improvement initiative (PHII) that the community expert reported based on data.
      • Describe the outcomes that were achieved, their positive effects on the community’s health, and any variance across demographic groups.
      • Describe the outcomes that were not achieved, the extent to which they fell short of expectations and any variance across demographic groups.
      • Identify the factors (for example: institutional, community, environmental, resources, communication) that may have contributed to any achievement shortfalls.
  • Propose a strategy for improving the outcomes of the PHII for traumatic head injuries.
    • Describe the corrective measures you would take in the PHII to address the factors that may have contributed to achievement shortfalls.
    • Cite the evidence (from similar projects, research, or professional organization resources) that supports the corrective measures you are proposing.
    • Explain how the evidence illustrates the likelihood of improved outcomes if your proposed strategy is enacted.
  • Develop a personalized patient care plan for the patient from the scenario that incorporates lessons learned from the PHII outcomes.
    • Identify a personalized care approach that addresses the patient’s:
      • Individual health needs.
      • Economic and environmental realities.
      • Culture and family.
    • Explain how the lessons learned from the PHII informed the decisions you made in your personalized care plan for the patient.
    • Incorporate references to the best available evidence from the population health improvement initiative and other relevant sources.
  • Identify the level of evidence and describe the value it brings to personalize care for your patient.
    • Identify the level of evidence for each resource you referenced.
    • Explain why each piece of evidence is valuable and appropriate for the community health issue you are trying to address and for the unique situation of your patient and his family.
  • Propose an evaluation strategy to assess the outcomes of your personalized care approach.
    • Identify measurable criteria that are relevant to your desired outcomes.
    • Explain why the criteria are appropriate and useful measures of success.
    • Determine the specific aspects of your approach that are most likely to be transferable to other individual cases.

ADDITIONAL REQUIREMENTS

  • Organization: Use the following headings for your Traumatic Brain Injury Care Report:
    • Evaluation of Population Health Improvement Initiative (PHII) Outcomes.
    • Strategies for Improving PHII Outcomes.
    • Personalized Evidence-Based Patient Care Plan.
    • Analysis of Evidence.
    • Evaluation Strategy for Personalized Care Approach Outcomes.
    • Application for Other Cases.
  • Length: Your recommended plan will be 4-6 double-spaced pages, not including title and reference pages.
  • Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages must adhere to current APA format and style guidelines. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.
  • Scoring Guide: Please review this assessment’s scoring guide. The requirements outlined above correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance-level descriptions for each criterion to see how your work will be assessed.

Please:

Include one in-text citation for every body paragraph

No plagiarism & No Course Hero

Use scholarly sources published within the last five years, so between 2017-2021

Please be sure to include an introduction with a clear thesis statement and conclusion



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Nursing Question

Criteria and Instructions

Each Portfolio must contain all of the following components. Incomplete portfolios will not be accepted. See grading rubric below.

1.Table of Contents

a.The table of contents should include the above listed components with corresponding page numbers.

2.Philosophy of Nursing

a.Write a 1-page statement declaring your beliefs, values, and ethics in regards to the profession of nursing and the care and treatment of patients and families.

(Write 1 page for this section that based on philosophy of nursing.)

3.Short-term Professional Goals

a.Write a 1-page statement outlining your professional short-term goals.

b.Short-term goals may include: passing NCLEX on first attempt, enrolling in another degree program, finding employment within a facility that will provide the most appropriate experience. (Keep in mind short-term goals are something you want to accomplish soon!)

(My short-term Goal is to pass NCLEX on the first attempt. Please, write something about my short-term Goal.)

4.Long-Term Professional Goals

a.Write a 1-page summary outlining your long-term professional goals.

b.Long-term goals may include advanced degrees, career advancement, leadership roles, entrepreneurship, etc.

(Keep in mind long-term goals are something you want to do further in the future!)

Now, I am in the nursing BSN program. My long-term Goal is to take an advance decree in the medical field – I want to be a pediatric physician.)

5.Reflections

a.Write four 1-page reflections based on your achievement of The Essentials of Baccalaureate Education from each semester of the program.Include specific examples of how these essentials were attained and how they have prepared you for professional nursing practice (1 reflection per semester = 4 total)

Please, pretend you are me, find something to say that related to BSN nursing program. It is 16 months programs breaking down into 4 semesters. I had 6 classes in the first semester, and other semesters I have had 4 classes. Now, I am in the last semester, and I will graduate in December 2021.

Additional Guidelines

  • All written components must be submitted via SafeAssign© (compile into one document for submission).
  • Any scholarly references need to be current, 5–8 years or less (anonymous authors or web pages are not acceptable).
  • Title page, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual for each written component.
  • Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual

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Nursing Question

For this three-part assessment you will create a histogram or bar graph for a data set, perform assumption and correlation tests, and interpret your graphic and test results in a 2-to-3 page paper.

In this unit we focus on whether two or more groups have important differences on a single variable of interest. For example, for the dependent variable stress score, we may want to know if there is a difference in stress between males and females, or maybe we would like to know if there is a difference in stress levels between people who drink chamomile tea and those who do not, or maybe we would like to determine if a group of expectant parents is less anxious (this is the dependent variable) about the birthing experience after a series of discussions with experienced parents. In each of these examples we have two groups (two groups being compared or the same group being compared before and after), and one dependent variable that is being compared in each group. In this unit you will begin exploring popular statistical techniques (and their assumptions) that are used to compare two or more groups.

The independent t-test, also called unpaired t-test, is typically used in health care to compare two groups of individuals that are entirely unrelated to each other (that is, independent), thus the one group cannot influence the other group. For example, we may wish to compare a drug treatment group to a control group (those not receiving drug treatment) for a specific clinical characteristic (dependent variable) that can be measured at the interval or ratio level (such as cholesterol, depression scale, or memory test).

The dependent t-test, also called paired t-test, compares two groups for a dependent variable measured at the interval or ratio level as well; however, these two groups are in reality just one group. But because they are measured before and after an intervention, we consider them as two groups for analytical purposes. This group is considered dependent because nothing is expected to vary in the nature of the individuals being measured except as a result of the intervention, as the group is composed of the same individuals.

Overview

One of the most important steps along the researcher’s path to data analysis is to become familiar with the character of the raw data collected for the project. Before weaving the strands of data into an analytical story that is related to a study’s goals, researchers typically inspect the completeness and quality of the data with various visualization techniques (graphics), summary tables, and mathematical tests of quality (assumption tests), as discussed in Assessment 2. One of these latter tests is a correlation analysis. With this approach, the researcher performs a very basic series of exploratory tests on variable pairs to identify any potentially interesting (yet unknown) relationships between groups of data (variables). Correlational analyses are often later performed as part of the predetermined data analysis plan to answer a specific research question.

Demonstration of Proficiency

By successfully completing this assessment you will address the following scoring guide criteria, which align to the indicated course competencies.

  • Competency 1: Describe underlying concepts and reasoning related to the collection and evaluation of quantitative data in health care research.
    • Interpret the overall clinical meaning and limitations of the relationship of two variables, based on a correlation analysis and literature regarding age and stress.
  • Competency 2: Apply appropriate statistical methods using common software tools in the collection and evaluation of health care data.
    • Create a histogram and scatter plot for variables tested for normal distribution.
    • Perform a normal distribution assumption test for two variables to determine if data is normally distributed.
    • Perform an appropriate correlation test to determine the direction and strength or magnitude of the relationship between two variables.
  • Competency 3: Interpret the results and practical significance of statistical health care data analyses.
    • Interpret the effect size for correlation analysis results.
  • Competency 5: Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Articulate meaning relevant to the main topic, scope, and purpose of the prompt.
    • Apply APA formatting to in-text citations and references.

Instructions

For this three-part assessment, complete the following, referring to Yoga Stress (PSS) Study Data Set [XLSX], which you have used previously, as needed.

Software

The following statistical analysis software is required to complete your assessments in this course:

  • IBM SPSS Statistics Standard or Premium GradPack, version 22 or higher, for PC or Mac.

You have access to the more robust IBM SPSS Statistics Premium GradPack.

Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.

Part 1: Graphic Representation of the Data from the Yoga Stress (PSS) Study Data Set
  1. Create a histogram or bar graph (according to the measurement level of the data) of the following variables: Age, Education, Pre-intervention Psychological Stress Score (PSS).
  2. Create a scatter plot of the following pair of variables: Age versus Pre-intervention Psychological Stress Score (PSS).
Part 2: Statistical Tests
  1. Perform a preanalysis assumption test for a normal distribution test to determine if the data you intend to use for the correlation tests passes the assumption of being normally distributed.
    • You will use this test for Age and Pre-intervention Psychological Stress Score (PSS).
  2. Perform the appropriate correlation test to determine the direction and strength or magnitude of the relationship between these two variables from Step 1.
    • Remember, we are not concerned about causation at this point and want to determine only if there is a statistical association.
Part 3: Yoga Stress (PSS) Study Paper
  • Include the histogram and scatter plot graphics you created earlier for Age and Pre-intervention Psychological Stress Score (PSS).
    • Provide an interpretation for these graphics.
  • Report the statistical outcome of the correlation analysis using appropriate scholarly style, including a brief interpretation of the effect size of the correlation.
  • Interpret the practical, real-world meaning (and limitations of the interpretation) of the relationship of these two variables based on the correlation analysis you performed.
  • Include the SPSS “.sav” output file that shows your programming and results from Parts 1 and 2 for this assessment.
  • Provide at least one evidence-based scholarly or peer-reviewed article that supports your interpretation.

Additional Requirements

  • Length: Your paper will be 2–3 double-spaced pages of content plus title and reference pages.
  • Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages must conform to APA format and style guidelines. See the APA Module for more information. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.

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Nursing Question

Pediatric Data, Assessment, and Prioritization of Interventions

Module 08 Content


  1. Purpose

    The nursing student should be able to identify seizure activity, how to educate the family and or caregiver of the pediatric patient on what to do if a seizure occurs and what medications to administer, implement safety to prevent injury and treatment of fracture. Develop education to support discharge based on assessment of data.

    Competency

    Prioritize nursing interventions when caring for pediatric clients with health disorders.

    Scenario

    A 5-year-old Gabriel is a multiracial male weighing 48 lbs with an allergy to penicillin arrives in the emergency room, no cultural considerations identified. You are handed the following notes on the patient that read:He arrived in ER with his mother after falling out of bed after jerking movement activity as witnessed by his older brother while sleeping. Right-upper extremity appears with deformity. Mother and child speak English. Child has no significant medical history. Mother reports incontinent of urine during episode.

    Your Assessment

    Vital Signs: T 102.9, P 135, R 24, BP 118/60, O2 sat 100% RAGeneral Appearance: appears drowsy; face flushed, quietNeuro: oriented X3Cardiovascular: unremarkableRespiratory: lungs clearIntegumentary: very warm, dryGI/GU: abdomen normalPhysician Orders

    • Complete Blood Count (CBC)
    • Complete Metabolic Panel (CMP)
    • Urinalysis with culture and sensitivity (U/A C&S)
    • Blood Cultures x 2
    • X-rays kidneys,
    • Influenza screening
    • Acetaminophen 15 mg/kg PO now
    • Ibuprofen 10 mg/kg PO now
    • Pad side rails
    • Suction at bedside with seizure precautions
    • Radiographs of right arm
    • Cast to right arm
    • Start PO fluids and increase as tolerated

    The physician discharges Gabriel from ER to home with a diagnosis of; Right ear infection, Acute Febrile Seizure and fracture of the right ulna.Discharge orders include:

    • Follow up with pediatrician in 7 days
    • Follow up with pediatric orthopedics in 7-10 days
    • Cefuroxime 30mg/kg PO BID for 10 days not to exceed 1,000mg daily. What is the recommended dosage if cefuroxime is supplied as an oral suspension 125mg/5ml or 250mg/5ml?
    • Acetaminophen 15 mg/kg PO Q4 hours PRN fever or pain and ibuprofen 10 mg/kg PO Q6 hours PRN fever and pain for up to 3 days
    • Acetaminophen is available as 160 mg/5 mL. Ibuprofen is available as 100 mg/ 5 mL.
    • What is the amount of acetaminophen in mg and ml per dose? What is the amount of ibuprofen in mg and ml per dose?
    Instructions

    Develop a discharge plan with three goals listed in order of priority, prior to discharge from current orders. Provide rationale for why you listed the goals in a particular order. Also, list three nursing interventions to meet each of the goals (you should have nine interventions in total). Last, give the mother the exact dosage she will need to give the child for acetaminophen, ibuprofen, and the cefuroxime when she gets home and explain why the exact dosage is important.

    Format
    • Standard American English (correct grammar, punctuation, etc.)
    • Logical, original and insightful
    • Professional organization, style, and mechanics in APA format


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Nursing Question

Introductions to a paper are used to introduce the topic, capture the audience’s attention and convince/encourage them to read the rest of the paper, and to define the scope of the paper that follows. Introductions should be brief usually three or four sentences. When addressing a complex topic an introduction may require two paragraphs of three to four sentences each. Typically the thesis statement is the last sentence of an introduction.

The thesis statement tells the reader the main idea of the paper. Frequently the thesis sentence includes the writer’s opinion plus a sharing of the organization, content, and purpose of the paper.

Instructions

  • You are to write the introduction for the final paper that is due in Week 7. You may want to review the requirements of that paper before writing the introduction. The instructions for the final paper can be found in the Instructional Materials for Module 1.
  • This assignment provides you with the opportunity to begin the organization of the final paper. Think about the overall message you wish to convey in the final paper. The introduction will set the stage for the reader and make them want to learn more so they will then continue to read. The introduction will end with a conclusive statement that will let the reader know where the author’s thinking is headed.You are to write the introduction for the final paper that is due in Week 7. Review the requirements of that paper before writing the introduction. The instructions for the final paper can be found in the Instructional Materials for Module 1.The introduction will set the stage for the reader and make them want to learn more so they will then continue to read. The introduction will end with a conclusive statement that will let the reader know where the author’s thinking is headed.Given the required length of the final paper the introduction needs to be two (2) or three (3) paragraphs. The word count is to be between 250 and 400 words. Use the professional writing style, e.g., do not use first person.
  • Given the required length of the final paper the introduction needs to be two (2) or three (3) paragraphs. The word count is to be between 250 and 400 words.

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Nursing Question

( I have attached the outline template and why I chose the topic in uploaded files)

This week, you will submit a detailed outline of your term paper. Your submission must include sections corresponding to the following subheadings:

  • Technical Aspects
    Provides necessary medical and scientific information to understand the issue.
  • Public Policy
    Describes current and proposed changes in public policy/law.
  • Arguments For and Against
    Include a summary of the arguments in favor of and opposed to specific interventions, techniques, or products and a discussion of underlying ethical principles. Discuss the public policy with two additional argumentative paragraphs- one discussing the in favor of and one paragraph discussing the opposing argument
  • Conclusion
    Expresses your personal opinion regarding the importance of the topic and the strength of the pro and con arguments.

Use the to create your outline.

Additionally, you must include:

  • Topic Sentences and Paragraph Transitions
    Each section of your outline should include topic sentences and paragraph transitions that tie your significant points together.
  • Detail Sufficient to Evaluate your Thinking
    Write complete thoughts.
  • Quotes and Paraphrases
    Include from three outside sources, indicated by APA in-text citations. Sources should be less than five years old unless recent research is not available, and at least one reference must be a peer-reviewed article from a professional journal. Do not use Wikipedia or an encyclopedia as they are not considered reliable academic sources and will not be accepted.
  • Proper APA Formatting
    Include a Title Page and References. No Abstract is required for this assignment
    Outline Rubric
    Criteria Ratings Pts
    Content 48 to >37.92 ptsThe outline includes several high quality, thought provoking ideas/points which are skillfully used to creatively and completely support the thesis, adding new insight to the discussion. Outline demonstrates a well-balanced approach to researching the topic (subcategories are of equal significance under each body paragraph). Subtopics are specific and avoid generalities. Subtopics demonstrate extensive research and thought on the topic. / 48 pts
    Mechanics and APA Formatting 12 to >9.48 pts The assignment follows current APA style format consistently and is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors. All sources are cited and referenced correctly. / 12 pts

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Nursing Question

Present your approved intervention to the patient, family, or group and record a 10-15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or groups in the Core Elms Volunteer Experience Form.

FROM THIS PART i ONLY WANT A SCRIPT PAPER TO READ FROM TO CREATE THE VIDEO AND THE REFERENCES

Introduction

Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).

For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.

Reference

Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).

Instructions

Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.

PART 1

Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in CORE ELMS.

Use the Intervention Feedback Form: Assessment 5 [PDF] as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.

Part 2

Record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.

You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this courseroom tool.

Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact Disability Services to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.

  • Assess the contribution of your intervention to patient or family satisfaction and quality of life.
    • Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
    • Explain how your intervention enhances the patient, family, or group experience.
  • Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.
    • Explain how the principles of evidence-based practice informed this aspect of your project.
  • Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.
    • Identify opportunities to improve health care technology use in future practice.
  • Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.
    • Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
  • Explain whether capstone project outcomes matched your initial predictions.
    • Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
    • Discuss whether your intervention can, or will be, adopted as a best practice.
    • Describe the generalizability of your intervention outside this particular setting.
    • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
  • Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.
    • Address your provision of ethical care and demonstration of professional standards.
    • Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
  • Communicate professionally in a clear, audible, and well-organized video.
Additional Requirements

Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 2: Make clinical and operational decisions based upon the best available evidence.
    • Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
  • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
    • Explain whether capstone project outcomes matched one’s initial predictions and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
  • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
    • Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.
    • Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.
  • Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
    • Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.
  • Competency 8: Integrate professional standards and values into practice.
    • Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
    • Communicate professionally in a clear and well-organized video.

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Nursing Question

  • WEEK TWO TERM PAPER: TOPIC
  • In this assignment, you will select a current medical ethics issue to research and write about for your research paper, which is due week 10.Select a topic related to one of the following current medical ethics issues:
    • End of Life
    • Eugenics and Human Genetics
    • Medical Research
    • Reproductive Issues
    • Organ Donation and Transplantation
    • Public Health Issues
    • Access to Health Care
    • Biotechnology

    Write a paragraph stating your specific issue (for instance, if you choose to write about End of Life, the particular case might be physician-assisted suicide) and explain why you have chosen this issue to research. Make sure there are competing positions on this issue that reflect differing ethical principles or interpretations.Include references for three sources that could be used in the final paper. All sources should be less than five years old unless recent research is not available, and at least one reference must be a peer-reviewed article from a professional journal. Do not use Wikipedia or an encyclopedia as they are not considered reliable academic sources and will not be accepted.Submissions should follow the APA format, including Title Page and References. No Abstract is required for this assignment.Points: 30

  • Week 4 Term Paper: Outline

    This week, you will submit a detailed outline of your term paper. Your submission must include sections corresponding to the following subheadings:

    • Technical Aspects
      Provides necessary medical and scientific information to understand the issue.
    • Public Policy
      Describes current and proposed changes in public policy/law.
    • Arguments For and Against
      Include a summary of the arguments in favor of and opposed to specific interventions, techniques, or products and a discussion of underlying ethical principles. Discuss the public policy with two additional argumentative paragraphs- one discussing the in favor of and one paragraph discussing the opposing argument
    • Conclusion
      Expresses your personal opinion regarding the importance of the topic and the strength of the pro and con arguments.

    Additionally, you must include:

    • Topic Sentences and Paragraph Transitions
      Each section of your outline should include topic sentences and paragraph transitions that tie your significant points together.
    • Detail Sufficient to Evaluate your Thinking
      Write complete thoughts.
    • Quotes and Paraphrases
      Include from three outside sources, indicated by APA in-text citations. Sources should be less than five years old unless recent research is not available, and at least one reference must be a peer-reviewed article from a professional journal. Do not use Wikipedia or an encyclopedia as they are not considered reliable academic sources and will not be accepted.
    • Proper APA Formatting
      Include a Title Page and References. No Abstract is required for this assignment.

    Points: 60

  • Week 10 Term Paper: Final Draft

    This week you will submit the final draft of your term paper. Your term paper should:

    • Discuss the technical aspects of your topic in general terms.
    • Discuss the public policy debates relevant to the topic you choose. This section should cover arguments that favor and oppose the use of the techniques or products.
    • Express your personal opinion regarding the topic’s importance and the validity of the pro and con arguments.

    Your submission must include:

    • A title page
    • The body of the paper, which includes 4–6 content pages of a professionally written text
    • At least three references from textbooks, websites, and articles that provide adequate justification and support your claim
    • Subheadings (technical aspects, public policy, and personal opinion/conclusion)
    • Appropriate in-text citations throughout the paper
    • A reference list with only the sources used in the body of the paper (All sources should be less than five years old unless recent research is not available, and at least one reference must be a peer-reviewed article from a professional journal. Do not use Wikipedia or an encyclopedia as they are not considered reliable academic sources and will not be accepted.)
    • APA style formatting throughout your paper

    Review the rubric for specific grading criteria.Points: 120


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Nursing Question

  • Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

    Professional Context

    Many organizations work to better local and global communities’ quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization.

    Demonstration of Proficiency

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Analyze health risks and health care needs among distinct populations.
      • Explain how an organization’s work impacts the health and/or safety needs of a local community.
    • Competency 2: Propose health promotion strategies to improve the health of populations.
      • Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
    • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
      • Assess the impact of funding sources, policy, and legislation on an organization’s provision of services.
    • Competency 4: Integrate principles of social justice in community health interventions.
      • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community.
    • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
      • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
      • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    Preparation

    You are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You have particular interest in one of these organizations but would like to know more about its contributions to public health and safety improvements. You would like to report the results of your research in a scholarly paper that you could submit for publication.Research a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.Choose the organization or agency you are most interested in researching:

    Note: Remember that you can submit all, or a portion of, your draft research paper to Smarthinking Tutoringfor feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

    Instructions

    Research a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. After completing this activity, choose an organization or agency from the list that you are most interested in researching.

    Document Format and Length

    Format your paper using APA style.

    • Refer to the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your paper. Be sure to include:
      • A title page and references page. An abstract is not required.
      • Appropriate section headings.
    • Your paper should comprise 3-5 pages of content plus title and references pages.
    Supporting Evidence

    Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

    Graded Requirements

    The research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.

    • Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements.
      • Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.
    • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.
      • Consider the effects of social, cultural, economic, and physical barriers.
    • Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.
      • Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.
    • Explain how an organization’s work impacts the health and/or safety needs of a local community.
      • Consider how nurses might become involved with the organization.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
      • Write with a specific purpose and audience in mind.
      • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    Additional Requirements

    Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.


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Nursing Question

Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research

Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.

Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.

In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.

To Prepare:

  • Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
  • Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
  • Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.

The Assignment (Evidence-Based Project)

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

USE PROPER APA FORMAT AND AT LEAST 5 REFERENCES

FOLLOW THE RUBRIC COMPLETLY.


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Nursing Question

Assessment 1 Instructions: Locating Credible Databases and Research

  • PRINT
  • Create a 1-2-page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.
    • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
      • Explain why the sources selected should provide the best evidence for the chosen diagnosis.
    • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
      • Describe the best places to complete research and what types of resources one would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
    • Competency 4: Plan care based on the best available evidence.
      • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
    • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
      • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
      • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
    • Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
    • Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
    • Describe where you might go in the clinical setting to complete this research and how you would access the desired, relevant research within research databases or other online sources.
    • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
    • Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
    • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
    • Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis.
    • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
    • Assessment 1 Example [PDF].
    • Length of submission: 1–2 pages (not including the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
    • Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.
    • APA formatting: References and citations are formatted according to current APA style.

Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.

Scenario

You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.

You may choose the diagnosis for the patient in this scenario. Choose something you would find interesting to research or that applies to a clinical problem you would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, et cetera). You arenotactually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.

Preparation

To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment.

Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.

You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.

Instructions

The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.

For this assessment:

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

Note:While you are not selecting and evaluating specific evidence to help with the clinical diagnosis, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Submission Requirements

Your assessment should meet the following requirements:

Portfolio Prompt:Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

Resources: Nurses and Research

Resources: Evaluating Credibility

Assessment 2 Instructions: Determining the Credibility of Evidence and Resources

  • PRINT
  • Develop a 2-4-page scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.
    • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
      • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
      • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
    • Competency 3: Apply an evidence-based practice model to address a practice issue.
      • Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis.
    • Competency 4: Plan care based on the best available evidence.
      • Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
    • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
      • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
    • The specific diagnosis you identified in your previous assessment.
    • The simulation Vila Health: Determining the Credibility of Evidence.
    • A personal practice experience in which a sentinel event occurred.
    • Explain the criteria that should be used when determining the credibility of journal articles as well as websites.
    • Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility.
      • Your identification and determination of credibility should be done within the context of your chosen scenario for this assessment. For example, if you choose to use the provided Vila Health scenario, your initial identification of resources should be of resources that will best help address the presented issue. However, if you are locating resources to help provide evidence-based care for the diagnosis you identified in the first assessment, you may want to begin your literature and evidence search from the databases that identified. Any of the three scenario options are acceptable. So, pick the one that most interests you.
    • Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
    • Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
    • Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
      • This is where you are selecting the specific resources to help address the issue in your chosen scenario.
    • Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis.
    • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
    • Length of submission: 2–4-page scholarly paper, this does not include the APA-formatted title page and reference list.
    • Number of references:Cite 3–5 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than five years old.
    • APA formatting:References and citations are formatted according to current APA style.

The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings.

It would be an excellent choice to complete the Vila Health Determining the Credibility of Evidence activity prior to developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of presented evidence. These skills will be necessary to complete Assessment 2 successfully. This media simulation is one potential source of context on which to base your assessment submission. This will take just a few minutes of your time and is not graded.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

Scenario

For this assessment, you may choose from the following options as the context for the quality or safety issue or chosen diagnosis for researching and completing this assessment:

Instructions

The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice. As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence. When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience.

For this assessment:

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

Submission Requirements

Your assessment should meet the following requirements:

Portfolio Prompt:Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Resources: Guide to Nurse Research

Resources: Promoting Evidence-Based Practice

  • PRINT
  • The resources below explore promoting EBP:
    • Conway, A., Dowling, M. & Devane, D. (2019). Implementing an initiative promote evidence-informed practice: part 2—healthcare professionals’ perspectives of the evidence rounds programme. BMC Medical Education, 19.
      • This article covers the translation of research into clinical practice and discusses the dissemination and implementation of EBP.
    • Pol-Castañeda, S., Rodríguez-Calero, M. Á., Zaforteza-Lallemand, C., Villafáfila-Gomila, C. J., Blanco-Mavillard, I., Ferrer-Cruz, F., & Joan De Pedro-Gómez. (2020). Moving evidence into practice by advanced practice nurses in hospitalization wards. protocol for a multicentre quasi-experimental study in three hospitals in Spain. International Journal of Environmental Research and Public Health, 17(10), 3473.
      • This article presents a project that aims to evaluate the impact of the incorporation of the Advanced Practice Nurse role on the implementation of EBP at three levels: Context, nurses’ perceptions, and clinical outcomes.
    • Albarqouni L., Hoffmann T., Straus S., Rydland, N., Olsen, N. R., Young, T., Illic, D., Shaneyfelt, T., Haynes, B., Guyatt, G., & Glasziou, P. (2018). Core competencies in evidence-based practice for health professionals: Consensus statement based on a systematic review and Delphi Survey. Journal American Medical Association Network Open, 1(2).
      • This article discusses core competencies in evidence-based practice (EBP) that health professionals should meet? Core competencies inform the development of EBP curricula for health professionals. Evidence-based practice (EBP) is necessary for improving the quality of health care as well as patient outcomes.
    • Ives E., J. & Pappas, S. (2020). The value of nursing research. The Journal of Nursing Administration, 50(5), 243-244.
      • Innovations in patient care, nursing, and the practice environment are hallmarks of organizations receiving American Nurses Credentialing Center (ANCC) Magnet Recognition. This article examines the growing importance of nursing research on patient care and outcomes and the role of Magnet hospitals as research pacesetters for the nursing profession. The authors discuss the critical difference between research and evidence-based practice, why both are important, and how organizations can develop the structures and processes to inspire and advance a robust culture of clinical inquiry.
    • Hagle, M., Dwyer, D., Gettrust, L, Lusk, D., Peterson, K., Tennies, S. (2020). Development and implementation of a model for research, evidence-based practice, quality improvement, and innovation. Journal of Nursing Care Quality, 35(2).102-107.
      • This article provides a discussion on algorithm with steps and decision points for nurses to follow based on a question from a clinical issue or problem. The model was approved by nursing-shared governance and is used for guiding relevant projects. The I3 Model guides the nurse in inquiry or improvement while supporting a culture of innovation in professional practice.
    • Mackey, A. & Bassendowski. S. (2020). The history of evidence-based practice in nursing education and practice. Journal of Professional Nursing, 33(1).51-55.
      • This article will discuss evidence-based practice as it continues to advance the nursing discipline. Evidence-based practice is foundational to undergraduate and graduate nursing education and is a way for the nursing discipline to minimize the theory to practice gap. This article discusses the concept of evidence-based practice from a historical perspective as it relates to nursing in the educational and practice domains. The concept of evidence-based practice is defined, and the similarities and differences to evidence-based medicine discussed. It is crucial that registered nurses be proactive in their quest for research knowledge, so the gap between theory and practice continues to close. Utilizing nursing best practice guidelines, reviewing, and implementing applicable research evidence, and taking advantage of technological advances are all ways in which nursing can move forward as a well-informed discipline.
    • Whalen, M., Baptiste, D., L. & Maliszewski, B. (2020). Increasing nursing scholarship through dedicated human resources. The Journal of Nursing Administration, 50(2). 90-94.
      • This article shares as the role of nursing grows in healthcare, the engagement of frontline nurses in evidence-based practice, quality improvement, and research is becoming the expectation and no longer the exception. Clinical nurses are in a unique position to inform and implement scholarly projects. The purpose of this staff development and the capacity-building project was to increase the output of scholarly work among frontline nurses through the formalization of nursing inquiry support via designated nursing inquiry project coordinators.
    • Gawlinski, A., & Rutledge, D. (2008). Selecting a model for evidence-based practice changes. [PDF]. AACN Advanced Critical Care, 19(3) 291-300. https://www.kau.edu.sa/Files/0004020/Subjects/EBP%…
      • This website explains the various evidence-based nursing models.
    • Springer Publishing. (n.d.). Evidence-Based Practice Models. https://connect.springerpub.com/content/book/978-0…
      • This website also explains the various evidence-based nursing models.

Resources: Evidence-Based Practice Basics

  • PRINT
  • The resources below explore basics of EBP:
    • Hande, K., Williams, C. T., Robbins, H. M., Kennedy, B. B., & Christenbery, T. (2017). Leveling evidence-based practice across the nursing curriculum. The Journal for Nurse Practitioners, 13(1), e17–e22.
      • This article looks at setting appropriate EBP competencies within the context of different nursing curricula.
    • OvidWoltersKluwer. (Producer). (n.d.). Evidence based practice fundamentals [Video] | Transcript. YouTube.
      • This brief video provides a basic overview of EBP.
    • Lützén, K. (2017). Reflections on evidence-based nursing research. Nordic Journal of Nursing Research, 37(3), 117-118.
      • This article opens dialogue on how evidence-based research methods and qualitative methods collaboratively can be used to improve and advance nursing practice.
    • Groller, K. D., Adamshick, P., & Petre, K. (2020). Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project. International Journal of Nursing Education Scholarship, (1).
      • This article present an undergraduate collaborative project. Nurse educators are challenged to design course that maintain rigor, promote, student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice. An innovative teaching strategy was used to educate BSN level student in nursing inquiry with a collaborative project. Course faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review collaborative project.

Assessment 3 Instructions: PICO(T) Questions and an Evidence-Based Approach

  • PRINT
  • Create a 3-5-page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question.
    • P – Patient/population/problem.
    • I – Intervention.
    • C – Comparison (of potential interventions, typically).
    • O – Outcome(s).
    • T – Time frame (if time frame is relevant).
    • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
      • Explain the findings from articles or other sources of evidence.
    • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
      • Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
      • Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
    • Competency 3: Apply an evidence-based practice model to address a practice issue.
      • Define a practice issue to be explored via a PICO(T) approach.
    • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
      • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
    • Define a practice issue to be explored via a PICO(T) approach.
    • Identify sources of evidence that could be potentially effective in answering a PICO(T) question.
    • Explain the findings from articles or other sources of evidence.
    • Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
    • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style.
    • Assessment 3 Example [PDF].
    • Length of submission:Create a 3–5-page submission focused on defining a research question and interpreting evidence relevant to answering it.
    • Number of references:Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
    • APA formatting:Format references and citations according to the current APA style.

PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search.

You are encouraged to complete the Vila Health PCI(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Reference

Boswell, C., Cannon, S. (2015). Introduction to nursing research. Burlington, MA: Jones Bartlett Learning.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question.

Scenario

For this assessment, please use an issue of interest from your current or past nursing practice.

If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.

Instructions

For this assessment, select an issue of interest an apply the PICO(T) process to define the question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.

If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) might be helpful.

In your submission, make sure you address the following grading criteria:

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Additional Requirements

Your assessment should meet the following requirements:

Portfolio Prompt:Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Resources: PICO(T) Process

This first two chapters in the following text, of which the Capella library has limited copies, could be helpful in expanding your knowledge regarding the PICO(T) process.

Resources: Communicating Research

  • PRINT
  • The resources below explore communicating research:

Resources: Case Studies

Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care

  • PRINT
  • Create a 5-10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.

As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
  • Competency 3: Apply an evidence-based practice model to address a practice issue.
    • Explain the ways in which an EBP model was used to help develop the care plan.
  • Competency 4: Plan care based on the best available evidence.
    • Propose an evidence-based care plan to improve the safety and outcomes for a patient.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
  • Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
  • Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.

Professional Context

Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.

Scenario

The Vila Health: Remote Collaboration on Evidence-Based Care simulation provide the context for this assessment.

Instructions

Before beginning this assessment, make sure you have worked through the following media:

You may wish to review Selecting a model for evidence-based practice changes. [PDF] and Evidence-Based Practice Models, which help explain the various evidence-based nursing models.

For this assessment, you are a presenter! You will create a 5–10-minute video using Kaltura or similar software. In the video:

  • Propose an evidence-based care plan that you believe will improve the safety and outcomes of the patient in the Vila Health Remote Collaboration on Evidence-Based Care media scenario.
  • Discuss the ways in which an EBP model and relevant evidence helped you to develop and make decision about the plan you proposed
  • Wrap up your video by identifying the benefits of the remote collaboration in the scenario, as well as discuss strategies you found in the literature or best practices that could help mitigate or overcome one or more of the collaboration challenges you observed in the scenario.

Be sure you mention any articles, authors, and other relevant sources of evidence that helped inform your video. Important: You are required to submit an APA-formatted reference list of the sources you cited specifically in your video or used to inform your presentation.

The following media is an example learner submission in which the speaker successfully addresses all competencies in the assessment.

  • Please note that the scenario that the speaker discusses in the exemplar is different from the Vila Health scenario you should be addressing in your video. So, the type of communication expected is being model, but the details related to the scenario in your submission will be different.

Make sure that your video addresses the following grading criteria:

  • Propose an evidence-based care plan to improve the safety and outcomes for a patient based on the Vila Health Remote Collaboration on Evidence-Care media scenario.
  • Explain the ways in which an EBP model was used to help develop the care plan.
  • Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
  • Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
  • Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.

Refer to Using Kaltura [PDF] as needed to record and upload your video.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Additional Requirements

Your assessment should meet the following requirements:

  • Length of video: 5–10 minutes.
  • References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
  • APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Resources: Communication

  • PRINT
  • The resources below explore communication in health care:

Resources: Evidence-Base Practice Models and Examples of Application

Resources: Technology and Telehealth Resources

Resources: Theory and Decision Making


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Nursing Question

For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue.

As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus:

The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger scale project (n.d.).

You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements. For this assessment, you will not be implementing all of the PDSA cycle. Instead, you are being asked to interview a health care professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3.

It would be an excellent choice to complete the PDSA Cycle activity prior to developing the report. The activity consists of four questions that create the opportunity to check your understanding of best practices related to each stage of the PDSA cycle. The information gained from completing this formative will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.

Reference

Institute for Healthcare Improvement. (n.d.). How to improve. http://www.ihi.org/resources/Pages/HowtoImprove/de…


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Nursing Question

NURS_110 – Rubric: Presentation

NURS_110 – Rubric: Presentation

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeContent

8.5 pts

Meets Expectations

Information thoroughly and completely addresses all elements of the assignment. Ideas are pertinent, accurate, well formulated, and well supported.

6.46 pts

Mostly Meets Expectations

Information is complete. Ideas are pertinent, accurate, well formulated and supported.

4.25 pts

Approaches Expectations

Information is pertinent, but minor elements of the assignment are not addressed, and/or ideas are not well formulated or supported.

2.14 pts

Does Not Meet Expectations

Key elements of the assignment are not addressed, and/or some information is inaccurate.

8.5 pts

This criterion is linked to a Learning OutcomeReferences and Citations

8.5 pts

Meets Expectations

Reference material is strong; current (within 3 years); and incorporated logically, insightfully, and elegantly to support ideas; and sources are documented accurately.

6.46 pts

Mostly Meets Expectations

References material is adequate, current (within 5 years), and used proficiently; and sources are documented accurately.

4.25 pts

Approaches Expectations

Some reference material is weak, out of date (more than 5 years old), or not clearly pertinent. Sources are documented accurately, for the most part.

2.14 pts

Does Not Meet Expectations

Reference material is inappropriate or lacking; and/or documentation is incorrect or lacking.

8.5 pts

This criterion is linked to a Learning OutcomeOrganization

8.5 pts

Meets Expectations

Organization of the content is logical with fluid transitions that capture and hold attention throughout entire presentation.

6.46 pts

Mostly Meets Expectations

Organization of the content is consistently logical making it easy to understand, and transitions are evident

4.25 pts

Approaches Expectations

Organization of the content is inconsistent, sometimes logical and sometimes not logical. Transitions are not always evident.

2.14 pts

Does Not Meet Expectations

Organization of the content is not logical and/or some or all transitions are lacking.

8.5 pts

This criterion is linked to a Learning OutcomeCreativity

8.5 pts

Meets Expectations

Highly creative, and original. Excellent use of audiovisual aid that captures the audience’s interest and engages them while clearly reflecting the purpose of the presentation.

6.46 pts

Mostly Meets Expectations

Creative and original. Good use of audiovisual aids that hold the audience’s attention and clearly reflect the purpose of the presentation.

4.25 pts

Approaches Expectations

Demonstrates some creativity or originality. Use of audiovisual aids that holds the audience’s attention most, but not all of the time.

2.14 pts

Does Not Meet Expectations

Lacking in creativity and originality. More audiovisual aids are needed. Does not hold the audience’s attention.

8.5 pts

This criterion is linked to a Learning OutcomeCommunication

8.5 pts

Meets Expectations

Language is memorable and felicitous. Voice is clear, loud, and articulate. Gestures and paralinguistic cues are used to reinforce important ideas and

6.46 pts

Mostly Meets Expectations

Language is memorable and appropriate. Voice is clear, audible, and articulate. Gestures and paralinguistic cues are used appropriately to

4.25 pts

Approaches Expectations

Language is just adequate, voice is difficult to hear or understand at times, gestures and paralinguistic cues to reinforce ideas are seldom

2.14 pts

Does Not Meet Expectations

Language is mundane, voice is difficult to hear or understand much of the time, tone is inappropriate, gestures and cues are not used to

8.5 pts

This criterion is linked to a Learning OutcomeConnection

8.5 pts

Meets Expectations

Eye contact is well established and natural. Does not refer to written notes. Uses conversational style. Strong connection with the audience. Lively and meaningful interaction takes place.

6.46 pts

Mostly Meets Expectations

Eye contact is consistent. Refers to written notes only occasionally. Speaks to audience and has a clear connection with some meaningful interaction

4.25 pts

Approaches Expectations

Eye contact is inconsistent, refers to written notes frequently, and/or has a weak connection to the audience with minimal pertinent interaction.

2.14 pts

Does Not Meet Expectations

Eye contact is hardly established, refers to notes constantly, lacks a connection with the audience, and/or no or inappropriate interaction takes place.

8.5 pts

This criterion is linked to a Learning OutcomeTiming

8 pts

Meets Expectations

Presentation completed in the allotted time.

6.08 pts

Mostly Meets Expectations

Presentation completed no more than 1 minute over allotted time.

4 pts

Approaches Expectations

Presentation completed no more than 3 minutes over allotted time.

2.01 pts

Does Not Meet Expectations

Presentation was more than 5 minutes over or under the allotted time.

8 pts

This criterion is linked to a Learning OutcomeProfessionalism

8 pts

Meets Expectations

Professionally dressed, polished appearance, with good posture and a confident but humble demeanor.

6.08 pts

Mostly Meets Expectations

Professionally dressed, well groomed, with good posture and a secure demeanor.

4 pts

Approaches Expectations

Somewhat casually dressed, and/or posture and movement reflecting lack of confidence.

2 pts

Does Not Meet Expectations

Extremely casually or provocatively dressed, unkempt, and/or inappropriate body language.

8 pts

This criterion is linked to a Learning OutcomeHandout

8 pts

Meets Expectations

Well written, appealing, and interesting with proper grammar, and spelling. Excellent use of professional terminology and formatting.

6.08 pts

Mostly Meets Expectations

Well written, clear and easy to understand with proper grammar and spelling. Use of terminology consistent with university level expectations and the profession. Formatting adequate.

4 pts

Approaches Expectations

Adequately written with minimal grammatical and spelling errors, use of terminology sometimes not consistent with university or professional expectations, and/or poor formatting.

2.01 pts

Does Not Meet Expectations

Not well written, not pertinent, having many or major grammatical or spelling errors, and/or having some inadequate or inappropriate terminology.

8 pts

Total Points: 75

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Nursing Question

In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
    • Define the role of leadership and change management in addressing a patient, family, or population health problem.
  • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
    • Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
  • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
    • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.
    • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.
  • Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
    • Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.
  • Competency 8: Integrate professional standards and values into practice.
    • Write concisely and directly, using active voice.
    • Apply APA formatting to in-text citations and references.

Preparation

In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:

  • Creating an educational brochure.
  • Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
  • Creating a teaching plan for your patient, family, or group.
  • Recommending work process or workflow changes addressing your topic.

Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.

In addition, you may wish to complete the following:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
  • Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.

Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.

Part 1

Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.

Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:

  • Leadership.
  • Collaboration.
  • Communication.
  • Change management.
  • Policy.
  • Quality of care.
  • Patient safety.
  • Costs to the system and individual.
  • Technology.
  • Care coordination.
  • Community resources.
Part 2

Submit your proposed intervention to your faculty for review and approval.

In a separate written deliverable, write a 5–7 page analysis of your intervention.

  • Summarize the patient, family, or population problem.
  • Explain why you selected this problem as the focus of your project.
  • Explain why the problem is relevant to your professional practice and to the patient, family, or group.

In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

  • Define the role of leadership and change management in addressing the problem.
    • Explain how leadership and change management strategies influenced the development of your proposed intervention.
    • Explain how nursing ethics informed the development of your proposed intervention.
  • Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
    • Identify the patient, family, or group.
    • Discuss the benefits of gathering their input to improve care associated with the problem.
    • Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
  • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
    • Cite the standards and/or policies that guided your work.
    • Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
  • Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
    • Cite evidence from the literature that supports your conclusions.
    • Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
  • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
    • Cite evidence from the literature that supports your conclusions.
  • Write concisely and directly, using active voice.
  • Apply APA formatting to in-text citations and references.

Below I attached the three other papers written.


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Nursing Question

Develop a 2-4 page proposal for a policy that should help to improve health care and outcomes for your target population. NEEDS TO BE ON TOPIC USED FOR ASSESSMENT


INTRODUCTION

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.

As a master’s-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, state, or federal) that may have more wide-ranging effects on best practices and regulations.

PREPARATION

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

  • What are the relevant best practices from a population health standpoint (cultural competence, disease prevention, and interventions) for your chosen health issue and vulnerable population?
    • How are these best practices relevant to your chosen health issue and vulnerable population?
      • Do the best practices make any reference to standards of care or benchmarks that should be achieved?
    • How could these best practices be leveraged to help inform or develop a policy and guidelines to improve care and outcomes for the vulnerable population you are working with?
  • How could technology be used to identify health concerns or collect data that could help health care practitioners determine which health care issues to focus on in a population?
    • What are the relevant laws, regulations, or policies for employing any of the technology you might find useful?
  • What type of policy and guidelines would be most likely to ensure improvements in care and outcomes related to your chosen health issue and vulnerable population?
    • Are there any policies in existence that could help inform your own policy development?
    • How might your proposed policy and guidelines influence the way in which care is accessed?
    • How might your proposed policy and guidelines influence the amount of access that is available?

Assessment 2 will build on the health issue, vulnerable population, and position that you started to develop in the first assessment. For Assessment 2, you will develop a proposal for a policy and a set of guidelines that could be implemented to ensure improvements in care and outcomes. Refer to the resource listed below:

SCENARIO

The analysis of position papers that your interprofessional team presented to the committee has convinced them that it would be worth the time and effort to develop a new policy to address your specific issue in the target population. To that end, your interprofessional team has been asked to submit a policy proposal that outlines a specific approach to improving the outcomes for your target population. This proposal should be supported by evidence and best practices that illustrate why the specific approaches are likely to be successful. Additionally, you have been asked to address the ways in which applying your policy to interprofessional teams could lead to efficiency or effectiveness gains.

INSTRUCTIONS

For this assessment you will develop a policy proposal that seeks to improve the outcomes for the health care issue and target population you addressed in Assessment 1. If for some reason you wish to change your specific issue and/or target population, contact your FlexPath faculty.

The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Biopsychosocial Population Health Policy Proposal Scoring Guide and Guiding Questions: Biopsychosocial Population Health Policy Proposal [DOC] to better understand how each grading criterion will be assessed.

  • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
  • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
  • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes.
  • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

ADDITIONAL REQUIREMENTS

  • Length of proposal: 2-4 double-spaced, typed pages, not including title page or reference list. Your proposal should be succinct yet substantive.
  • Number of references: Cite a minimum of 3-5 sources of scholarly or professional evidence that supports the relevance of or need for your policy, as well as interprofessional considerations. Resources should be no more than five years old.
  • APA formatting: The APA Style Paper Tutorial [DOCX] will help you in writing and formatting your analysis.

COMPETENCIES MEASURED

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
    • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
  • Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
    • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
  • Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
    • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
  • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
    • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

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Nursing Question

earning Goal: I’m working on a nursing writing question and need an explanation and answer to help me learn.

  • Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention.Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.

    INTRODUCTION

    In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.

    PREPARATION

    In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:

    • Creating an educational brochure.
    • Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
    • Creating a teaching plan for your patient, family, or group.
    • Recommending work process or workflow changes addressing your topic.

    Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.In addition, you may wish to complete the following:

    • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
    • Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.

    Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

    INSTRUCTIONS

    Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.

    Part 1

    Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:

    • Leadership.
    • Collaboration.
    • Communication.
    • Change management.
    • Policy.
    • Quality of care.
    • Patient safety.
    • Costs to the system and individual.
    • Technology.
    • Care coordination.
    • Community resources.
    Part 2

    Submit your proposed intervention to your faculty for review and approval.In a separate written deliverable, write a 5–7 page analysis of your intervention.

    • Summarize the patient, family, or population problem.
    • Explain why you selected this problem as the focus of your project.
    • Explain why the problem is relevant to your professional practice and to the patient, family, or group.

    In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

    • Define the role of leadership and change management in addressing the problem.
      • Explain how leadership and change management strategies influenced the development of your proposed intervention.
      • Explain how nursing ethics informed the development of your proposed intervention.
      • Include a copy of the intervention/solution/professional product.
    • Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
      • Identify the patient, family, or group.
      • Discuss the benefits of gathering their input to improve care associated with the problem.
      • Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
    • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
      • Cite the standards and/or policies that guided your work.
      • Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
    • Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
      • Cite evidence from the literature that supports your conclusions.
      • Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
    • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
      • Cite evidence from the literature that supports your conclusions.
    • Write concisely and directly, using active voice.
    • Apply APA formatting to in-text citations and references.
    Additional Requirements
    • Format: Format the written analysis of your intervention using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
      • A title page and reference page. An abstract is not required.
      • Appropriate section headings.
    • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
    • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
    • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

    Portfolio Prompt: Save your intervention to your ePortfolio. After you complete your program, you may want to consider leveraging your portfolio as part of a job search or other demonstration of your academic and professional competencies.

    COMPETENCIES MEASURED

    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

    • Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
      • Define the role of leadership and change management in addressing a patient, family, or population health problem.
    • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
      • Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
    • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
      • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.
    • Competency 5: Analyze the impact of health policy on quality and cost of care.
      • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.
    • Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
      • Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.
    • Competency 8: Integrate professional standards and values into practice.
      • Write concisely and directly, using active voice.
      • Apply APA formatting to in-text citations and references.
  • SCORING GUIDE

    Patient, Family, or Population Health Problem Solution Scoring Guide

    CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Define the role of leadership and change management in addressing a patient, family, or population health problem and includes a copy of intervention/solution/professional product. Does not describe leadership and change management strategies, and does not include a copy of the intervention/solution/professional product. Attempts to describe leadership and change management strategies, and/or does not include a copy of the intervention/solution/professional product. Defines the role of leadership and change management in addressing a patient, family, or population health problem and includes a copy of the intervention/solution/professional product. Defines the role of leadership and change management in addressing a patient, family, or population health problem. Provides an articulate, cogent explanation of the influence that leadership strategies, change management strategies, and nursing ethics had on the development of an intervention and includes a copy of the intervention/solution/professional product.
    Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. Does not describe communication and collaboration strategies. Attempts to describe communication and collaboration strategies. Proposes strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. Proposes clear, best-practice strategies, well-supported in the literature, for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. Presents a strong case for the benefits of obtaining input from a patient, family, or group.
    Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Does not describe state board nursing practice standards and/or organizational or governmental policies applicable to the development of a proposed intervention. Attempts to explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Explains how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Provides an articulate, cogent explanation of how specific state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Describes credible research on the effectiveness of these standards and/or policies in improving outcomes.
    Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Does not explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Provides an explanation, dependent upon unsubstantiated assumptions, of how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Explains how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Provides an articulate, cogent explanation of how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Conclusions are well-supported by credible evidence. Cites specific, relevant, and available sources of benchmark data.
    Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem. Does not describe technology, care coordination, and community resources that can be applied in addressing a patient, family, or population health problem. Attempts to explain how technology, care coordination, and community resources can be applied in addressing a patient, family, or population health problem. Explains how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem. Provides an articulate, cogent explanation of how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem. Conclusions are well-supported by specific, credible evidence.
    Write concisely and directly, using active voice. Does not write concisely and directly, using active voice. Writes passively, with a tendency toward wordiness. Writes concisely and directly, using active voice. Writes concisely and directly. Conveys precise and unequivocal meaning through clear and consistent use of active voice.
    Apply APA formatting to in-text citations and references. Does not apply APA formatting to in-text citations and references. Applies APA formatting to in-text citations and references incorrectly and/or inconsistently, detracting noticeably from good scholarship. Applies APA formatting to in-text citations and references. Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

WHAT YOU CAN EXPECT:

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Nursing Question

***Use the criteria and guidance for this assignment as you create your scholarly paper. Download the Rubric and Guidance to understand expectations & how you will be evaluated.***

Copy and paste the Attestation Statement to your title page.

Question: Should death row prisoners be permitted to donate organs?

Mastery of Course Goals #1, #2, and #3 are assessed through this final scholarly paper. You will objectively explore, through research, one way to resolve an ethical dilemma in nursing, health, or healthcare. The topic of your scholarly research paper will be related to the dilemma discussed in your first written assignment, the Personal Position Paper. You will synthesize findings from a wide variety of scholarly sources (the types are specified on the rubric), and use those to compose an evidence supported solution for the dilemma.

Four dimensions impact ethical decision-making in healthcare. These include regulatory and legal considerations, professional guidelines, applicable ethical theory, and morality. Please see the guidance column on the linked rubric for many suggestions of where to start. Remember, all websites should be apolitical or non-partisan in addition to being scholarly. Consider this list of research centers that address a wide variety of current issues, which you may find helpful. Federal and state agency websites should be reviewed, and you may want to search broadly for lawsuits (topic dependent) using Lexis-Nexis and “Google”. The Bonde & Firenze “Making Choices” document covers multiple theories and should be used to develop that portion of the paper.

This is a scholarly paper that adheres to APA guidelines. The paper is a maximum of 6 pages (excluding the title and reference page). Headings are required (see the scholarly writing details on the linked grading criteria at the top).

This is an ethics course.The drop-box is connected to Turn-It-In: Feedback Studio. Significant matches between what you have written and what was composed by other authors or anonymous website material MUST be paraphrased or appropriately managed according to APA requirements. Partial sentence matches must be paraphrased. If the requirement to avoid all quotations & paraphrase is ignored, the paper MAY be returned (with a late penalty assigned to any permitted re-submissions, OR the student MAY receive a zero on the assignment which may result in failure of the course.

Review your report and the announcement posted the first week of this course regarding plagiarism and honesty. The drop box is set for multiple submissions so you can revise & resubmit after you review your report. Label your submission “DRAFT” if you do not want the copy graded. Clearly indicate your “FINAL” copy for grading. Papers submitted without “draft” designated will be graded, and all grades are final.

Samples are based on past content requirements, Review the “Sample Paper” as a guide ONLY. Carefully review the grading criteria linked at the top of this page:


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Nursing Question

Assessment 4 Instructions: Final Care Coordination Plan

  • PRINT
  • For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

    Demonstration of Proficiency

    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

    • Competency 1: Adapt care based on patient-centered and person-focused factors.
      • Design patient-centered health interventions and timelines for a selected health care problem.
    • Competency 2: Collaborate with patients and family to achieve desired outcomes.
      • Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
    • Competency 3: Create a satisfying patient experience.
      • Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document.
    • Competency 4: Defend decisions based on the code of ethics for nursing.
      • Consider ethical decisions in designing patient-centered health interventions.
    • Competency 5: Explain how health care policies affect patient-centered care.
      • Identify relevant health policy implications for the coordination and continuum of care.
    • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
      • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
      • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    Preparation

    In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2020.Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

    Instructions

    Note: You are required to complete Assessment 1 before this assessment.For this assessment:

    • Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.
    Document Format and Length

    Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA formatted paper, 5–7 pages in length, not including title page and reference list.

    Supporting Evidence

    Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

    Grading Requirements

    The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    • Design patient-centered health interventions and timelines for a selected health care problem.
      • Address three health care issues.
      • Design an intervention for each health issue.
      • Identify three community resources for each health intervention.
    • Consider ethical decisions in designing patient-centered health interventions.
      • Consider the practical effects of specific decisions.
      • Include the ethical questions that generate uncertainty about the decisions you have made.
    • Identify relevant health policy implications for the coordination and continuum of care.
      • Cite specific health policy provisions.
    • Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
      • Clearly explain the need for changes to the plan.
    • Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document.
      • Use the literature on evaluation as guide to compare learning session content with best practices.
      • Align teaching sessions to the Healthy People 2020 document.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    Additional Requirements

    Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.


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Nursing Question

To Prepare
  • Review the interactive media piece assigned by your Instructor.
  • Reflect on the patient’s symptoms and aspects of the disorder presented in the interactive media piece.
  • Consider how you might assess and treat patients presenting with the symptoms of the patient case study you were assigned.
  • You will be asked to make three decisions concerning the diagnosis and treatment for this patient. Reflect on potential co-morbid physical as well as patient factors that might impact the patient’s diagnosis and treatment.
By Day 7 of Week 8

Write a 1- to 2-page summary paper that addresses the following:

  • Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented.
  • Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.
  • What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.
  • Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise. Describe whether they were different. Be specific and provide examples.

You will submit this Assignment in Week 8.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK8Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 8 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 8 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK8Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission

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Nursing Question

The purpose of this assignment is to integrate various topics from previous weeks showing how informatics can help assess, diagnose, plan, monitor, and educate a patient population with a specific medical diagnosis. Some examples of topics might include cancer (choose a specific type), Alzheimer disease, diabetes (choose a type), COPD, CHF, mental illness (choose a specific type of mental illness: depression, anxiety, bipolar, schizophrenia etc.) or any disease that is of interest to you.

This is an evolving assignment as you should have collected information and begun writing sections as topics were discussed in previous weeks.

Following this assignment, you will prepare and present a Power Point to share with your peers during finals week.

This scholarly paper should be 6-8 pages in length NOT counting the title page, references, or appendix. It should be double-spaced, using Times New Roman, 12 font per APA standards. The paper should include a minimum of three (3) peer-reviewed articles in addition to other reputable websites and course resources.

Components of Assignment:

  • Title page (see APA Manual 7th edition). You only need to include the running head, page number, title of paper, your name and school. Optional would also include NURS 305: Nursing Informatics and date.
  • Abstract (see APA Manual, It should be 150-250 words.)
  • Introduction (see APA Manual)
    • Conclusion (see APA Manual) Usually more than three (3) or four (4) sentences

    Briefly discuss the disease process

    Identify a specific population upon which to focus (age group, gender, race, etc.).

    Include incidence and prevalence in general and specific to your population.

    Why is this disease important to discuss?

    In general, how does informatics play a role in caring for this population with the chosen disease?

    Be sure to include a research statement or hypothesis: what will this paper show?

    Discussion/body of paper Data

    o Inpatient Informatics

    o Health Literacy and Patient Empowerment

    • How did your discussion defend your hypothesis/research statement?

    What conclusions can be made in regards to the use of informatics to increase patient safety and outcomes with your disease topic and population


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    Nursing Question

    Assignment 2: Digital Clinical Experience (DCE): Health History Assessment

      In Week 3, you began your DCE: Health History Assessment. For this week, you will complete this Health History Assessment in your simulation tool, Shadow Health and finalize for submission.

      Photo Credit: Sam Edwards / Caiaimage / Getty Images

    To Prepare

    • Review this week’s Learning Resources as well as the Taking a Health History media program in Week 3, and consider how you might incorporate these strategies. Download and review the Student Checklist: Health History Guide and the History Subjective Data Checklist, provided in this week’s Learning Resources, to guide you through the necessary components of the assessment.
    • Review the DCE (Shadow Health) Documentation Template for Health History found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment.
    • Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
    • Review the Shadow Health Student Orientation media program and the Useful Tips and Tricks document provided in the week’s Learning Resources to guide you through Shadow Health.
    • Review the Week 4 DCE Health History Assessment Rubric, provided in the Assignment submission area, for details on completing the Assignment.

    Note: There are 2 parts to this assignment – the lab pass and the documentation. You must achieve a total score of 80% in order to pass this assignment. Carefully review the rubric and video presentation in order to fully understand the requirements of this assignment.

    DCE Health History Assessment:

    Complete the following in Shadow Health:

    Orientation

    • DCE Orientation (15 minutes)
    • Conversation Concept Lab (50 minutes, Required)

    Health History

    • Health History of Tina Jones (180 minutes)

    Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total of 80% or better (this includes your DCE and your Documentation Notes), but you must take all attempts by the Week 4 Day 7 deadline.

    Submission and Grading Information

    By Day 7 of Week 4
    • Complete your Health Assessment DCE assignments in Shadow Health via the Shadow Health link in Blackboard.
    • Once you complete your assignment in Shadow Health, you will need to download your lab pass and upload it to the corresponding assignment in Blackboard for your faculty review.
    • (Note: Please save your lab pass as “LastName_FirstName_AssignmentName”.) You can find instructions for downloading your lab pass here: https://link.shadowhealth.com/download-lab-pass
    • Once you submit your Documentation Notes to Shadow Health, make sure to add your documentation to the Documentation Note Template and submit it into your Assignment submission link below.
    • Complete the Code of Conduct Acknowledgement.
    • Note: You must pass this assignment with a minimum score of 80% in order to pass the class. Once submitted, there are not any opportunities to revise or repeat this assignment.1

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    Nursing Question

    Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.

    Communicable Disease Selection

    • Chickenpox
    • Tuberculosis
    • Influenza
    • Mononucleosis
    • Hepatitis B
    • HIV
    • Ebola
    • Measles
    • Polio
    • Influenza

    Epidemiology Paper Requirements

    • Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
    • Describe the social determinants of health and explain how those factors contribute to the development of this disease.
    • Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
    • Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.
    • Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
    • Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.

    A minimum of three peer-reviewed or professional references is required.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    ___________________________________________________________________________________________________

    Topic: Case Study: Mr. M.

    It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.

    Evaluate the Health History and Medical Information for Mr. M., presented below.

    Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

    Health History and Medical Information

    Health History

    Mr. M., a 70-year-old male, has been living at the assisted living facility where you work. He has no know allergies. He is a nonsmoker and does not use alcohol. Limited physical activity related to difficulty ambulating and unsteady gait. Medical history includes hypertension controlled with ACE inhibitors, hypercholesterolemia, status post appendectomy, and tibial fracture status postsurgical repair with no obvious signs of complications. Current medications include Lisinopril 20mg daily, Lipitor 40mg daily, Ambien 10mg PRN, Xanax 0.5 mg PRN, and ibuprofen 400mg PRN.

    Case Scenario

    Over the past 2 months, Mr. M. seems to be deteriorating quickly. He is having trouble recalling the names of his family members, remembering his room number, and even repeating what he has just read. He is becoming agitated and aggressive quickly. He appears to be afraid and fearful when he gets aggressive. He has been found wandering at night and will frequently become lost, needing help to get back to his room. Mr. M has become dependent with many ADLs, whereas a few months ago he was fully able to dress, bathe, and feed himself. The assisted living facility is concerned with his rapid decline and has decided to order testing.

    Objective Data

    • Temperature: 37.1 degrees C
    • BP 123/78 HR 93 RR 22 Pox 99%
    • Denies pain
    • Height: 69.5 inches; Weight 87 kg

    Laboratory Results

    • WBC: 19.2 (1,000/uL)
    • Lymphocytes 6700 (cells/uL)
    • CT Head shows no changes since previous scan
    • Urinalysis positive for moderate amount of leukocytes and cloudy
    • Protein: 7.1 g/dL; AST: 32 U/L; ALT 29 U/L

    Critical Thinking Essay

    In 750-1,000 words, critically evaluate Mr. M.’s situation. Include the following:

    • Describe the clinical manifestations present in Mr. M.
    • Based on the information presented in the case scenario, discuss what primary and secondary medical diagnoses should be considered for Mr. M. Explain why these should be considered and what data is provided for support.
    • When performing your nursing assessment, discuss what abnormalities would you expect to find and why.
    • Describe the physical, psychological, and emotional effects Mr. M.’s current health status may have on him. Discuss the impact it can have on his family.
    • Discuss what interventions can be put into place to support Mr. M. and his family.
    • Given Mr. M.’s current condition, discuss at least four actual or potential problems he faces. Provide rationale for each.

    You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.


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    Nursing Question

    Hi there! You completed my outline for this paper, which I have attached. Please click on the yellow boxes throughout as I provided feedback to use when completing the paper. Please ask me any questions, you may need some information for me regarding my nursing career to enter in the paper.

    Paper requirements: 5 pages of content, 1 title page, 1 reference page = 7 pages in total

    Here is the criteria that I sent you for the outline that you completed, please use this as a guide to complete the paper:For this project, you will begin to draw from my work experiences as a Licensed Practical Nurse to gather information and thoughts. This paper needs to be revolved around Psychiatric and Mental Health Nursing Theories and Public Health/Community Nursing Theories. I was an outpatient psych nurse and currently a community nurse case manager.

    1. Introduction: Set the stage to make the paper appealing and intriguing.
    2. Definition of Human Being: This is your definition of what a human being is and how the human being is composed. Compare your definition to one nursing theorist’s definition and give examples.
    3. Definition of Environment: This is your definition of what is meant by environment, both internal/external, in terms of the human being. Compare your definition to one nursing theorist’s definition and give examples.
    4. Definition of Health: This is your definition of what is meant by health in terms of the human being. Remember, this is not asking for the definition of healthy, but what is health, good health, poor health, and where does death or absence of health fit in the schema. Compare your definition to one nursing theorist’s definition and give examples.
    5. Definition of Nursing: This is your definition of nursing. This should be a broad, but thorough definition, not specific only to my practice area (see above). Think about comprehensive, solid, evidence-based, patient-centered care. Compare your definition to one nursing theorist’s definition and give examples.
    6. Develop your philosophy’s nursing metaparadigm by stating the relationship of each of the four concepts (human being, environment, health, and nursing) to each other and how one affects the other. Please feel free to add a section to this paper on caring if you would like as it has recently been added to this metaparadigm, this is optional for the paper but a common element in many philosophies.
    7. Conclusion: Summarize the salient information from all the concepts above.

    As you have seen above, you are to compare your personal thoughts with the following nursing theories/theorist:

    PARSE’S HUMAN BECOMING THEORY: ROSEMARIE RIZZO PARSE – NURSING THEORIST https://nursing-theory.org/nursing-theorists/Rosem…

    https://nursing-theory.org/theories-and-models/parse-human-becoming-theory.php

    KING’S THEORY OF GOAL ATTAINMENT: IMOGENE KING – NURSING THEORIST https://nursing-theory.org/theories-and-models/kin…

    https://nursing-theory.org/nursing-theorists/Imogene-King.php

    Include a correctly formatted title page and reference page using APA 7 formatting.

    Your outline must be clear as to how you will address each of the required topics above (your personal definition should be the standout piece of each section, as this paper is your personal philosophy). I would also like you to include the citations that will be used for each section, as well as a complete reference list. You will need at least 3 scholarly sources referenced for this paper.


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    Nursing Question

    1. In the NR351 Announcements, locate the announcement entitled IMPORTANT: Assigned Article for Weeks 4 & 6 Assignments. In this announcement you will find:
      1. The link to the assigned article (you must be logged into the Chamberlain Library before clicking the link). Download this article in PDF format to your own computer for use in this assignment. Read the entire article once downloaded and saved. https://oce-ovid-com.chamberlainuniversity.idm.ocl…
      2. The location of the required sentence for the quotation and citation.
      3. The location of the required sentence for paraphrasing and citation.
    1. This assignment must use the required article and sentences stated in the announcement described above to complete the following items:
      1. Reference for the assigned journal article,
      2. Quotation with citation,
      3. Paraphrased area with citation, and
      4. Assigned article summary.
    1. Each of required items above is clearly described on the Professional Paper Worksheet Template. Page numbers for resources in the current APA Manual are provided on the template for your use.
    2. The Assigned Article Summary that you write must be 175-200 words. The Summary must contain the assigned sentence for quotation and citation as noted in the announcement, the assigned sentence for the paraphrased area with citation as noted in the announcement, several additional paraphrased areas, and appropriately formatted citations. You may also include one more short quotation if you wish.
    3. When your Professional Paper Worksheet Assignment is completed, save and close the completed template. Click the Submit button at the top of this page to upload your completed assignment.

    Template

    Professional Paper Worksheet Template [LINK] (Links to an external site.)

    Best Practices

    • Please use your browser’s File setting to save or print this page.
    • Use the template provided. Points will be deducted for incorrect or no template used.
    • Contact your instructor with any questions.

    Scholarly Sources and Citations

    • Cite and reference the required article in APA format

    **Academic Integrity**

    Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

    By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

    Rubric

    NR351 W4 Professional Paper Worksheet Assignment Rubric

    NR351 W4 Professional Paper Worksheet Assignment Rubric

    Criteria Ratings Pts

    This criterion is linked to a Learning OutcomeReference for Assigned Journal Article:Create a reference for the assigned article using correct APA format including: author(s), year, article title, journal name, volume number, issue number, page numbers, italics, parentheses, punctuation, double line spacing, and hanging indent. Include DOI if available.

    40 pts

    Exceptional

    Creates a reference for the assigned article using correct APA format including author(s), year, article title, journal name, volume number, issue number, page numbers, italics, parentheses, punctuation, double line spacing, and hanging indent. Includes DOI if available. 0-2 elements missing or incorrectly done.

    35 pts

    Exceeds

    Creates a reference for the assigned article using correct APA format including items in left column. 3-4 elements missing or incorrectly done.

    32 pts

    Meets

    Creates a reference for the assigned article using correct APA format including items in left column. 5-6 elements missing or incorrectly done.

    15 pts

    Needs Improvement

    Creates a reference for the assigned article using correct APA format including items in left column. 7 or more elements missing or incorrectly done. OR creates reference for article other than the assigned article.

    0 pts

    Developing

    No reference provided.

    40 pts

    This criterion is linked to a Learning OutcomeQuotation with Citation:Type the assigned quotation from the assigned article using correct APA format including quotation marks, names of author(s), year, page abbreviation, page number, parentheses, and punctuation.

    35 pts

    Exceptional

    Types the assigned quotation from the assigned article using correct APA format including quotation marks, names of author(s), year, page abbreviation, page number, parentheses, and punctuation with 0-1 minor error

    31 pts

    Exceeds

    Types the assigned quotation from the assigned article using correct APA format including items at left with 2-3 minor errors.

    28 pts

    Meets

    Types the assigned quotation from the assigned article using correct APA format including items at left with 4-5 minor errors

    13 pts

    Needs Improvement

    Types a quotation other than the assigned quotation OR from a non-assigned article. OR has 6-7 minor errors.

    0 pts

    Developing

    More than 7 errors in APA quotation and citation format OR no quotation provided.

    35 pts

    This criterion is linked to a Learning OutcomeParaphrased Area and Citation:Type appropriately paraphrased version of the assigned sentence using correct APA format including names of
    author(s), year, punctuation, and parentheses.

    40 pts

    Exceptional

    Types appropriately paraphrased version of the assigned sentence using correct APA format including names of author(s), year, punctuation, and parentheses with 0-1 error.

    35 pts

    Exceeds

    Paraphrased version of the assigned sentence is mostly appropriate using correct APA citation including names of author(s), year, punctuation, and parentheses with 2-3 errors.

    32 pts

    Meets

    32.0 pts Meets Paraphrased version of the assigned sentence is minimally appropriate using correct APA citation including names of author(s), year, punctuation, and parentheses. OR citation has with 4-5 errors.

    15 pts

    Needs Improvement

    Types a paraphrased version of a sentence other than the assigned sentence OR from a non-assigned article. OR has 6-7 minor errors. Inappropriately paraphrases words or ideas that the authors cited from another source.

    0 pts

    Developing

    More than 7 errors in APA paraphrase and citation format OR no paraphrase or citation provided.

    40 pts

    This criterion is linked to a Learning OutcomeAssigned Article Summary:Clearly summarizes the major content of the assigned article using 175-200 words. Content includes main ideas from across the entire article. Specifics are excellent. The Summary must contain appropriately formatted assigned quotation, assigned paraphrased sentence and other paraphrased areas, and citations.

    60 pts

    Exceptional

    Clearly summarizes the major content of the assigned article using 175-200 words. Content includes main ideas from across the entire article. Specifics are excellent. The Summary contains appropriately formatted assigned quotation, paraphrased sentence and other paraphrased areas, and citations.

    53 pts

    Exceeds

    Summarizes the major content of the assigned article using 175-200 words. Content includes most of the main ideas from across the entire article. Specifics are good. The Summary contains mostly well formatted assigned quotation, paraphrased sentence and other paraphrased areas, and citations.

    48 pts

    Meets

    Summarizes a fair amount of the content of the assigned article. Content includes a fair amount of the main ideas from across the entire article. Specifics are fair. The Summary is missing the assigned quotation, assigned paraphrased sentence, or citations. OR word count is 125-165 or 210-250 (10-50 words over or under required amount).

    23 pts

    Needs Improvement

    23.0 pts Needs Improvement Provides a summary but assigned article is not used. OR any of the following: • Word count is 75-124 or 251-300 (51-100 words over or under required amount). • Content includes few of the main ideas from across the entire article. Specifics are poor. • The Summary is missing the assigned quotation, assigned paraphrased sentence, AND citations. • Three or more quotations.

    0 pts

    Developing

    No article summary is provided.

    60 pts

    This criterion is linked to a Learning OutcomeTemplate Use

    0 pts

    No points deducted

    Correct template used

    0 pts

    Points deducted (10% deduction)

    17.5 points deducted (10%) for incorrect or no template used.

    0 pts

    This criterion is linked to a Learning OutcomeLate Deduction

    0 pts

    No points deducted

    Submitted on time

    0 pts

    Not Submitted on Time – Points Deducted (5% per day)

    1 day late = 8.75 Deduction; 2 days late = 17.5 Deduction; 3 days late = 26.25 Deduction; 4 days late = 35 Deduction; 5 days late = 43.75 Deduction; 6 days late = 52.5 Deduction; 7 days late = 61.25 Deduction; Score of 0 if more than 7 days late.

    0 pts

    Total Points: 175

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    Nursing Question

    Assessment 4 Instructions: Health Promotion Plan Presentation

    • PRINT
    • Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

      Professional Context

      Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

      Demonstration of Proficiency

      By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

      • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
        • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
      • Competency 4: Integrate principles of social justice in community health interventions.
        • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
      • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
        • Present a health promotion plan to an individual or group within a community.
        • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
        • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
      References

      Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 5558.U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeopleNote: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

      Preparation

      For this assessment, you will conclude the clinical learning activity you began in Assessment 1.You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).Please review the assessment scoring guide for more information.To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

      Instructions

      Complete the following:

      • Prepare a 10-12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
      • Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
      • Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

      As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

      PRESENTATION FORMAT AND LENGTH

      You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

      • Title slide:
        • Health promotion plan title.
        • Your name.
        • Date.
        • Course number and title.
      • References (at the end of your presentation).
        • Be sure to apply correct APA formatting to your references.

      The following resources will help you create and deliver an effective presentation:

      SUPPORTING EVIDENCE

      Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

      GRADED REQUIREMENTS

      The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

      • Present your health promotion plan to your hypothetical audience.
        • Tailor the presentation to the needs of your hypothetical audience.
        • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
      • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
        • Which aspects of the session would you change?
        • How might those changes improve future outcomes?
      • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
        • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
      • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
      • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

      Additional Requirements

      Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    • SCORING GUIDE

      Health Promotion Plan Presentation Scoring Guide

      CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
      Present a health promotion plan to a hypothetical individual or a group within a community. Does not present a health promotion plan to a hypothetical individual or a group within a community. Presents a health promotion plan to a hypothetical individual or a group with a community that lacks clear purpose, coherence, or focus, or is supported by slides that add little value to the presentation, exhibit poor design, are hard to read, or include distracting slide transitions, animations, or graphics. Presents a health promotion plan to a hypothetical individual or a group within a community. Slides enhance key points and adhere to visual design best practices, but no audio and/or speaker notes. Presents a professional, evidence-based, and engaging PowerPoint presentation. The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. The audio and speaker notes of the details of the educational session were clear and appropriate for the hypothetical audience.
      Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Does not evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Evaluates educational session outcomes and the attainment of health goals without collaborating with hypothetical participants. Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Clearly explains the need for revisions to future educational sessions.
      Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators. Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators. Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and leading health indicators. Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators. Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.
      Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years). Does not organize content with clear purpose/goals. Power point slides do not support main points, assertions, arguments, conclusions, or recommendations. Sources are not relevant and/or evidence-based (published within 5 years). Organizes content with clear purpose/goals. Power point slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years). Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years). Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).
      Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented. Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided. Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides. Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented. Slides are easy to read and clutter free. Slide background is “visually” pleasing with a contrasting color for the text and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.


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    Nursing Question

    ZIP CODE 34420:

    Part A-1: Use the table in Chapter 12, Table 12-3 to guide your observations. Include the 15 categories from the table. (See below document for categories and descriptions from your textbook.) This is a two part assignment. Describe your initial conclusions about the community by developing a chart listing the categories (elements) and your research (descriptions). This should be completed in column format.

    Part A-2 (after table): Identify four organizations in your assigned zip code that deliver primary health care. THESE MUST BE 4 DIFFERENT ORGANIZATIONS AND NOT ONE AGENCY OFFERING 4DIFFERENT SERVICES. Based on the objective material that you can obtain, determine:

    • whom each organization serves (e.g. ages)
    • what services each provides (e.g. physicals, urgent care, immunizations, etc.)
    • where each organization gets its funding (e.g. private insurance, governmental assistance, Medicaid, grants, donations, etc.)
    • This can be written in a section after the table in paragraph format for each organization, or in table format addressing the above points.

    Part B: Complete a community assessment (see Chapter 12, Checklist for a Community Assessment as your guide) by writing a paper in APA format with references. This paper should include a summary of your findings, community strengths and weaknesses, and identified problem/issue/topic. Following APA format, use the subheadings listed below and include an Introduction as well as a Conclusion.

    * Summary of Findings: Summarize items listed in Checklist for a Community Assessment.

    Include the following as subheadings under Summary of Findings section: There should be a paragraph pertaining to your zip code for each section. See below subheadings and examples.

      • Population (number, age ranges/median age, gender distribution, etc.)
      • Socioeconomic status (average/median income, employment/unemployment rate, housing values/costs, poverty levels, etc.)
      • Ethnicity (distribution of ethnic groups)
      • Educational resources (education completed by population, number/types of schools, grading of schools, etc.)
      • Access to primary care (summary of number of physician offices, other healthcare facilities, hospitals, etc.)
      • Police and fire stations (number in zip or where nearest are located, etc.)
      • May address other areas of importance (crime types and rates, types of common rescue or police calls, historic information, something outstanding, etc.)

    Next headings:

    *Community Strengths: Summarize positive areas in the community.

    *Community Needs: Summarize areas of weaknesses

    * Problem, Issue, or Topic: Identify a problem/issue/topic that, as a nurse, you can address in this community related to health or safety. This will be discussed later with your group members (same assigned zip code) for planning your health project/education. Topic chosen by your group will be the focus for the community project by your group to educate this community about health or safety.

    This should be written using APA format with at least 5 current references.


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    Nursing Question

    Please do not use any of the Nurse Daniel information for your own topic, nursing intervention, or change project. Nurse Daniel serves as an example only to illustrate the change process.

    1. Please review the infographic as way to guide you in getting started with your assignment: Developing an Assignment with Integrity (Links to an external site.)
    2. View a short tutorial with tips for completing this assignment: Evidence-Based Practice Change Process Assignment Tutorial (Links to an external site.) or by reading the transcript (Links to an external site.).
    3. Download the EBP Change Process form (Links to an external site.) during Week 1. The use of this specific form is REQUIRED
    4. Identify a clinical topic and related nursing practice issue you think needs to be changed.
    5. Locate a systematic review on your topic from the CCN Library databases. Be sure this involves nursing actions.
    6. Work through each step of the ACE Star Model as outlined on the assignment form (Star Points 1-5: Discovery, Summary, Translation, Implementation, and Evaluation). Respond to the instructions provided on the form.
    7. Follow the activities and thinking of Nurse Daniel in Weeks 1-6 in the ‘Illustration’ part of each lesson. He will be working through a clinical topic and nursing practice issue to demonstrate a change (ACE Star Model and systematic review).
    8. Work on a portion of the process each week, as the illustration unfolds.

    Best Practices

    • Please reach out to your instructor for feedback or assistance with your PICOT question as needed.
    • Required and Additional Background Reading in Weeks 1 and 2 under Readings is available for more information on the ACE Star Model and the use of systematic reviews.
    • Please see the grading criteria and rubrics on this page.
    • Please use your browser’s File setting to save or print this page.

    Scholarly Sources and Citations

    • Please cite any references (in APA format) of your systematic review or other scholarly document (optional) as needed.
    • Paraphrasing information, rather than quoting, is expected. No quotes for this assignment please!

    **Academic Integrity**

    Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

    By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

    Rubric

    Week 6: EBP Change Process Assignment Grading Rubric

    Week 6: EBP Change Process Assignment Grading Rubric

    Criteria Ratings Pts

    This criterion is linked to a Learning OutcomeSelected Systematic ReviewA systematic review from the CCN Library databases was selected, identified, and was appropriate for the selected nursing change process.

    25 pts

    One systematic review from the CCN Library databases was identified and was clearly appropriate.

    22 pts

    A systematic review was selected from the CCN Library databases and was mostly appropriate for a nursing change process.

    20 pts

    A systematic review was selected from the CCN Library databases and was fairly appropriate for a nursing change process.

    10 pts

    A systematic review was selected, but not from the CCN Library databases and/or was not appropriate for this assignment.

    0 pts

    No systematic review selected or used.

    25 pts

    This criterion is linked to a Learning OutcomeStar Point 1 (Discovery)The topic, nursing practice issue, rationale and scope of the problem were clearly identified and described.

    25 pts

    Star Point 1 elements in the first column were thoroughly addressed.

    22 pts

    Star Point 1 elements in the first column were mostly well addressed.

    20 pts

    Star Point 1 was missing one element in the first column or one lacked detail.

    10 pts

    Star Point 1 was missing more than one element in the first column and others lacked detail.

    0 pts

    The ACE Star Model Star Point 1 was not completed.

    25 pts

    This criterion is linked to a Learning OutcomeStar Point 2 (Summary)The NURSING practice problem, NURSING related PICOT question, a systematic review from any database in the Chamberlain Library, and other optional references, evidence summary, strength, and solutions, are listed and described.

    35 pts

    Star Point 2 elements in the first column were thoroughly addressed.

    31 pts

    Star Point 2 elements in the first column were mostly well addressed.

    28 pts

    Star Point 2 was missing one element in the first column or one lacked detail.

    13 pts

    Star Point 2 was missing more than one element in the first column and others lacked detail. or were inappropriate.

    0 pts

    The ACE Star Model Star Point 2 was not completed.

    35 pts

    This criterion is linked to a Learning OutcomeStar Point 3 (Translation)Care standards, practice guidelines, or protocols; stakeholders and their roles and responsibilities; the nursing role; rationale for including certain stakeholders, and cost analysis plan are addressed.

    35 pts

    Star Point 3 elements in the first column were thoroughly addressed.

    31 pts

    Star Point 3 elements in the first column were mostly well addressed.

    28 pts

    Star Point 3. was missing one element in the first column or one lacked detail.

    13 pts

    Star Point 3 was missing more than one element in the first column and others lacked detail.

    0 pts

    The ACE Star Model Star Point 3 was not completed.

    35 pts

    This criterion is linked to a Learning OutcomeStar Point 4 (Implementation)Permission process, education plan, timeline, measurable outcomes, forms, resources, and stakeholder meetings, are addressed.

    35 pts

    Star Point 4 elements in the first column were thoroughly addressed.

    31 pts

    Star Point 4 elements in the first column were mostly well addressed

    28 pts

    Star Point 4 was missing one element in the first column or one lacked detail.

    13 pts

    Star Point 4 was missing more than one element in the first column and others lacked detail.

    0 pts

    The ACE Star Model Star Point 4 was not completed.

    35 pts

    This criterion is linked to a Learning OutcomeStar Point 5 (Evaluation)Reporting results, process and next steps are addressed.

    35 pts

    Star Point 5 elements in the first column were thoroughly addressed.

    31 pts

    Star Point 5 elements in the first column were mostly well addressed

    28 pts

    Star Point 5 was missing one element in the first column or one lacked detail.

    13 pts

    Star Point 5 was missing more than one element in the first column and others lacked detail.

    0 pts

    The ACE Star Model Star Point 5 was not completed.

    35 pts

    This criterion is linked to a Learning OutcomePresentationInformation was presented clearly and thoughts were well organized and logical.

    20 pts

    Information was presented clearly and thoughts were well organized and logical throughout.

    18 pts

    Information was presented clearly and thoughts were mainly organized and logical throughout.

    16 pts

    Information was presented clearly and thoughts were somewhat organized and logical throughout.

    8 pts

    Information was not consistently clear and/or was not consistently organized and logical.

    0 pts

    Information was disorganized and difficult to understand.

    20 pts

    This criterion is linked to a Learning OutcomeMechanics/APAThe systematic review and any other scholarly resources were properly listed in APA format.
    The writing includes error free grammar and spelling, and complete sentence structure.

    15 pts

    Excellent mechanics and APA formatting with minimal errors in grammar, spelling, and sentence structure.

    13 pts

    Good mechanics and formatting considering the elements listed in the first column

    12 pts

    Fair mechanics and formatting considering the elements listed in the first column

    6 pts

    Poor mechanics and formatting considering the elements listed in the first column

    0 pts

    Very poor mechanics and formatting such that information is difficult to read.

    15 pts

    This criterion is linked to a Learning OutcomeAssignment Form Used

    0 pts

    0 points deducted

    Correct assignment form used

    0 pts

    22.5 points (10%) deducted

    Incorrect form used resulting in point deduction

    0 pts

    This criterion is linked to a Learning OutcomeLate Deduction

    0 pts

    0 points deducted

    Submitted on time

    0 pts

    Not submitted on time – Point deduction

    1 day late =11.25 deduction; 2 days=22.5 deduction; 3 days=33.75 deduction; 4 days =45 deduction; 5 days = 56.25 deduction; 6 days =67.5 deduction; 7 days =78.75 deduction; Score of 0 if more than 7 days late

    0 pts

    Total Points: 225

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    Nursing Question

    Assessment 1 Instructions: Collaboration and Leadership Reflection Video

    • PRINT
    • For this assessment you will create a 5-10 minute video reflection on an experience in which you collaborated interprofessionally, as well as a brief discussion of an interprofessional collaboration scenario and how it could have been better approached.
      • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
        • Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.
      • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
        • Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.
        • Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.
      • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
        • Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.
      • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
        • Communicate via video with clear sound and light.
        • The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.
      • Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.
      • Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.
      • Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.
      • Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.
      • Communicate in a professional manner, is easily audible, and uses proper grammar. Format reference list in current APA style.
      • What happened?
      • What went well?
      • What did not go well?
        • What should have happened?
      • References:Cite at least 3 professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
      • APA Reference Page:Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video.

    Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.

    Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.

    As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagement

    Note: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. The Example Kaltura Reflection video is not a reflection on the Vila Health activity. Your reflection assessment will focus on both your professional experience and the Vila Health activity as described in the scenario.

    References

    Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.

    Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.

    Demonstration of Proficiency

    Professional Context

    This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a video of your reflections, including a discussion of best practices of interprofessional collaboration and leadership strategies, cited in the literature.

    Scenario

    As part of an initiative to build effective collaboration at your Vila Health site, where you are a nurse, you have been asked to reflect on a project or experience in which you collaborated interprofessionally and examine what happened during the collaboration, identifying positive aspects and areas for improvement.

    You have also been asked to review a series of events that took place at another Vila Health location and research interprofessional collaboration best practices and use the lessons learned from your experiences to make recommendations for improving interprofessional collaboration among their team. Your task is to create a 5–10 minute video reflection with suggestions for the Vila Health team that can be shared with leadership as well as Vila Health colleagues at your site.

    Instructions

    Using Kaltura, record a 5–10 minute video reflection on an interprofessional collaboration experience from your personal practice, proposing suggestions on how to improve the collaboration presented in the Vila Health: Collaboration for Changeactivity.

    Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:

    You will need to relate an experience that you have had collaborating on a project. This could be at your current or former place of practice, or another relevant project that will enable you to address the requirements. In addition to describing your experience, you should explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes, as well as aspects of the collaboration that could have been improved.

    A simplified gap-analysis approach may be useful:

    After your personal reflection, examine the scenario in the Vila Health activity and discuss the ways in which the interdisciplinary team did not collaborate effectively and the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.

    Building on this investigation, identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals. Be sure to identify the strategy and its source or author and provide a brief rationale for your choice of strategy.

    Additionally, identify at least one interdisciplinary collaboration best practice or strategy to help the team achieve its goals and work more effectively together. Again, identify the strategy, its source, and reasons why you think it will be effective.

    You are encouraged to integrate lessons learned from your self-reflection to support and enrich your discussion of the Vila Health activity.

    You are required to submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation.

    Additional Requirements

    Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

    Resources: Reflective Practice

      • This article examines how reflection and the use of a cyclical improvement model can help connect theory and learning to real-world application.
    • Vila Health: Collaboration for Change.
    • This activity will provide you with the context for the second part of this assessment.

    Balance

    Empowerment

    Change Theory

    Leadership Theory

    Finances

    Human Resources

    APA Style and Format

    Assessment 2 Instructions: Interview and Interdisciplinary Issue Identification

    • PRINT
    • For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue.

    As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus:

    The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger scale project (n.d.).

    You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements. For this assessment, you will not be implementing all of the PDSA cycle. Instead, you are being asked to interview a health care professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3.

    It would be an excellent choice to complete the PDSA Cycle activity prior to developing the report. The activity consists of four questions that create the opportunity to check your understanding of best-practices related to each stage of the PDSA cycle. The information gained from completing this formative will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.

    Reference

    Institute for Healthcare Improvement. (n.d.). How to improve. Retrieved from http://www.ihi.org/resources/Pages/HowtoImprove/de…

    Demonstration of Proficiency

    • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
      • Summarize an interview focused on past or current issues at a health care organization.
      • Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
    • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
      • Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
    • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
      • Describe change theories and a leadership strategy that could help develop an interdisciplinary solution to an organizational issue.
    • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    Professional Context

    This assessment will introduce the Plan-Do-Study-Act (PDSA) Model to create change in an organization. By interviewing a colleague of your choice, you will begin gathering information about an interprofessional collaboration problem that your colleague is experiencing or has experienced. You will identify a change theory and leadership strategies to help solve this problem.

    Scenario

    This assessment is the first of three related assessments in which you will gather interview information (Assessment 2); design a proposal for interdisciplinary problem-solving, (Assessment 3); and report on how an interdisciplinary improvement plan could be implemented in a place of practice (Assessment 4). At the end of the course, your interviewee will have a proposal plan based on the PDSA cycle that he or she could present to stakeholders to address an interdisciplinary problem in the workplace.

    For this assessment, you will need to interview a health care professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem that he or she is experiencing or has experienced, or an area where they are seeking improvements. Consult the Interview Guide [DOCX] for an outline of how to prepare and the types of information you will need to complete this project successfully.

    Remember: this is just the first in a series of three assessments.

    Instructions

    For this assessment, you will report on the information that you collected in your interview, analyzing the interview data and identifying a past or current issue that would benefit from an interdisciplinary approach. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently being used. You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature. Additionally, you will start laying the foundation for your Interdisciplinary Plan Proposal (Assessment 3) by researching potential change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient and distinguished scores.

    When submitting your plan, use the Interview and Issue Identification Template [DOCX], which will help you to stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end.

    Additionally, be sure to address the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    • Summarize an interview focused on past or current issues at a health care organization.
    • Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
    • Describe potential change theories and a leadership strategies that could inform an interdisciplinary solution to an organizational issue.
    • Describe collaboration approaches from the literature that could facilitate establishing or improving an interdisciplinary team to address an organizational issue.
    • Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, and using current APA style.

    Additional Requirements

    • Length of submission: Use the provided template. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
    • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
    • APA formatting: Make sure that in-text citations and reference list follow current APA style.

    Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

    Resources: Interviewing

    Interviewing

    Evidence-Based Practice

    Plan-Do-Study-Act (PDSA)

    Collaboration and Leadership

    Interprofessional Collaboration

    APA Style and Format

    Assessment 3 Instructions: Interdisciplinary Plan Proposal

    • PRINT
    • For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.
      • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
        • Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
      • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
        • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
        • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
      • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
        • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
      • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
        • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
        • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
      • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
      • Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
      • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
      • Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
      • Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.
      • Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
      • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
      • APA formatting: Make sure that in-text citations and reference list follow current APA style.

    The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a culture of ownership and shared responsibility (Berkow et al., 2012). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.

    You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

    Demonstration of Proficiency

    Reference

    Berkow, S., Workman, J., Aronson, S., Stewart, J., Virkstis, K., & Kahn, M. (2012). Strengthening frontline nurse investment in organizational goals. JONA: The Journal of Nursing Administration, 42(3), 165–169.

    Professional Context

    This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

    Scenario

    Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.

    Note: You will not be expected to implement the plan during this course.However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.

    Instructions

    For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.

    The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.

    Using the Interdisciplinary Plan Proposal Template [DOCX]will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.

    Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    Additional Requirements

    Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Toolis designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

    Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

    Resources: Applying PDSA

    • PRINT

    Applying PDSA

    Evidence-Based Practice and Improvement

    Budgeting

    Staffing

    Interprofessional Collaboration

    Leadership

    Assessment 4 Instructions: Stakeholder Presentation

    • PRINT
    • For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
      • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
        • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
      • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
        • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
      • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
        • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
        • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
      • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
        • Slides are easy to read and error free. Detailed speaker notes are provided.
        • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
      • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
      • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
      • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
      • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
      • Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
      • Part 1: Organizational or Patient Issue.
        • What is the issue that you are trying to solve or improve?
        • Why should the audience care about solving it?
      • Part 2: Relevance of an Interdisciplinary Team Approach.
        • Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
        • How will it help to achieve improved outcomes or reach a goal?
      • Part 3: Interdisciplinary Plan Summary.
        • What is the objective?
        • How likely is it to work?
        • What will the interdisciplinary team do?
      • Part 4: Implementation and Resource Management.
        • How could the plan be implemented to ensure effective use of resources?
        • How could the plan be managed to ensure that resources were not wasted?
        • How does the plan justify the resource expenditure?
      • Part 5: Evaluation.
        • What would a successful outcome of the project look like?
        • What are the criteria that could be used to measure that success?
          • How could this be used to show the degree of success?
      • Number of slides:Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
      • Number of references:Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
      • APA formatting:Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

    As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.

    You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.

    Demonstration of Proficiency

    Professional Context

    This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.

    Scenario

    In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.

    When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.

    Instructions

    .

    Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    There are various ways to structure your presentation; following is one example:

    Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.

    Additional Requirements

    Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

    Resources: Leadership

    • PRINT

    Leadership

    Advocacy and Policy

    Financial Resources

    Human Resources

    Evidence-Based Practice


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    Nursing Question

    Page

    Title Page, Abstract, Introduction/Thesis, & Reference ListThe construction of your essay begins this week. You will use the same focused question that you’ve been using all term. We will work on the same essay for the rest of the semester. You should be able to see your essay grow step by step. At the end of the semester, you should have a completed evidence review, and you will have taken an idea from its elemental focused question stage through to a completed, polished science-based evidence review. You should be able to apply both the process (idea — focus — research — synthesis — essay) and the completed essay template to the rest of your courses in the graduate program that require writing. Let’s get started! This week, we begin with the basics: title page, abstract, introduction/thesis, and reference list. Review the handout on formatting the header and title page from Focus 1 and the sample essay in your APA (2020) manual (pp. 61-67) to refresh your memory on formatting these pages.Title Page: 1. Remember, the top of the title page the page number right justified (Title page is page #1). Every subsequent page will have the page number top right justified.2. Consider the best title for your essay. Typically, professional titles begin with the general subject, followed by a colon, then a few words that describe your narrowed focus of the general subject. For example, “Genetic and Genomic Healthcare: Ethical Issues of Importance to Nurses” begins with the general topic, followed by a colon, followed by a narrowed focus.3. Do not use abbreviations in your title. APA (2020) has no length prescribed for titles; however, titles should be “focused and succinct” (p. 31).4. The title should be in title case, bold and centered in the upper half of the page. Following the title, have one double space, and on the next line include your name (the author’s name), the department and college (Clarkson College) on the next line, the course number and name on the next line, the course instructor’s name on the next line, and the due date of the paper on the next line. 5. See page 30-37 in your APA (2020) manual for details.Abstract:1. The abstract comprises page two of your essay. The abstract is one paragraph of no more than 250 words. It is the only paragraph in your essay that is not indented. The word, Abstract, is centered on the top line of the page below the header and bolded.2. The abstract summarizes your essay. It begins with a brief description of the current discussion on the topic, followed by a brief discussion of how your essay joins the discussion (including your methodology, which is an evidence review), followed by a brief allusion to your conclusions, and your recommendations for further study based on the results of your review.3. It is fine if your abstract changes somewhat as your essay nears completion. As conclusions change and ideas refocus, it is natural that your abstract will need revision. Keep it current with your essay.

    4. Below your abstract paragraph, indent once, type the word Keywords: (In italics)with a colon, and include three to five keywords for indexing your manuscript (not in italics).5. See p. 38 of your APA (2020) manual for further information, and see p. 50 of your manual for an illustration.Reference List:1. The reference list is evenly double spaced. The word, References, appears centered on the top line of the page in bold.2. References are listed alphabetically according to the first authors’ last names. Do not re-alphabetize authors within a source. They are listed by order of importance, so maintain the published order. Simply alphabetize according to the last name of the first author listed. (Exceptions to this rule are found in section 9.44 of your APA [2020] manual. 3. Use a hanging indent format for each reference citation, meaning the second (and any subsequent) line of each citation is indented once. See an example on p. 66-67 of your APA manual.4. Pay special attention to spacing, capitalization, punctuation, and italicization guidelines. APA is finicky about these things, and so are some of your instructors.5. See p. 39-40 of your APA manual (2020) for further information on the structure of the reference list. And, see chapters nine and ten for reference citation examples.6. If you have questions, contact me. If I don’t know the answer, I will find it.Read the following document on Introductions and Thesis Statements: Getting Started.Essentially, you need to lead into your thesis with a solid introduction. Typically, in professional writing, the introduction broaches the general topic. What is the topic? What is being said about the topic? What is the general consensus by professionals in the field? Then, begin to “turn” into your specific focus on the topic. A turn will usually take the form of a transition (however, moreover, on the other hand, what is not being discussed is, to explore this idea even further, an unexplored area of this topic is, etc.). This turn alerts your reader that they are about to encounter your thesis statement (which is a revised form of your focused question). In short, explain the current professional dialogue on the topic, and explain how your essay will join that dialogue. This is an important concept to learn. Once you learn how to broach and join a professional dialogue, your days of not knowing how to begin an essay are over!One final element you must consider in your introduction: significance of thesis. You must try to address the importance of your topic. This will explain to readers why they should bother reading your essay. Significance can take many forms in a science-based essay, such as timeliness, cost-effectiveness, unexplored diagnoses, varying treatments, etc. The list is endless, but work to alert your reader to the significance of

    your ideas.Instructions:1. Your introduction and thesis will likely be about a page long.2. Remember that your essay is beginning to grow, so this will be on the same document as your title page, abstract, and reference list. Every subsequent writing assignment from here out will be on the same growing document. This will provide practice in how to take an essay from its idea stage to its polished, completed stage.3. Following the introduction/thesis, answer the following metacognitive questions. Please answer them in green to differentiate them from your essay and my comments.A. How did you lead into your thesis? What was your strategy? Did you use a “turn”? What was it?B. Describe the significance of your thesis. Why is it important? How did you attempt to highlight the significance of your thesis in the introduction of your essay?Submit your title page, abstract, introduction/thesis, reference list, and green questions, to the Dropbox as a .doc or a .docx attachment.


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    Nursing Question

    For this assessment you will develop a brief, 3-5 page intervention and health promotion plan for improving the quality of care and outcomes for the health care need in the population addressed in your previous assessments.

    Introduction

    Note: Complete the assessments in this course in the order in which they are presented.

    Health can be affected by social and lifestyle behaviors. In fact, many would argue that many, if not most, health risks can be mitigated through lifestyle and behavioral changes. With this in mind, the health care provider must be aware of the socioeconomic factors and the lifestyle factors present in a population. There are many lifestyle factors that are influenced by both social and cultural factors. Living environment, housing conditions, employment factors, diet, and cultural beliefs all play a role in a person’s levels of risk and resulting health.

    Communication patterns can play a major role in health care program delivery and in the comprehension and understanding of health promotion efforts targeted to multicultural populations. It is imperative that health care providers understand the barriers associated with health care access for diverse groups, merely due to communication obstacles. Ethnic disparities in health can be exacerbated by lack of culturally competent health communication.

    Health promotion plans can help to organize strategies for communication and addressing obstacles and disparities as they seek to drive improve health care outcomes.

    Intervention and health promotion plans are key tools for health care organizations and professionals. These types of plans lay out specific components of interventions and health promotion strategies for targeted needs and populations. These plans can also ensure that best practices and strategies are appropriately adapted to the context of the care setting in which the plan will be implemented. Additionally, intervention and health promotion plans can help ensure that considerations beyond the specific health care need, such as workforce realities, the cultural competence of staff, and the desire (and ability) for staff to apply cross-cultural collaboration strategies are taken into account.

    Preparation

    As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

    This assessment will be based around creating a holistic intervention and health promotion plan for improving the quality of care and outcomes for the health care need for the population or group that you have been using as the basis for your previous assessments.

    • What are the major components of your plan?
      • How will these components lead to improvements related to your identified need?
      • Why are these components the best option to address your identified need?
    • What are the cultural needs and characteristics of your target population for this project?
      • What aspects of the target population’s cultural characteristics impact the development of your plan components?
      • How will the cultural needs of the population impact the development of your plan components?
    • What best practices related to working with diverse and vulnerable populations are relevant to your plan?
      • How will they impact the design of the plan components?
    • What epidemiological evidence and best practices are relevant to your plan?
      • How will they impact the design of the plan components?
    • What resources and strategies related to cross-cultural collaboration are most relevant to your care setting and target population?

    Scenario

    Your project team has developed a foundational understanding about best practices and approaches from others in the health care field for your identified health need and community, state, and populations or groups. The team has now been asked to develop an intervention and health promotion plan. Your goal is to design a holistic plan that should be able to improve the quality of care and outcomes for your identified health need and groups. Your holistic approach will consider epidemiological and population health considerations, as well as relevant economic, cultural, spiritual, and environmental aspects of both the patients and the organization.

    Instructions

    Your intervention and health promotion plan design should provide enough detail so that stakeholders and leadership reading it will be able to have a clear picture of how you intend to pursue improvements in the quality of care and outcomes. However, it should not be so detailed that there is no flexibility in the design to respond to challenges as they might appear during implementation.

    The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Intervention and Health Promotion Plan for Diverse Populations Scoring Guide to better understand how each criterion will be assessed. You may wish to structure your plan using the headings below.

    Part 1: Intervention and Health Promotion Plan
    • Explain the major components of an intervention and health promotion plan that will help guide improvements in the quality of care and outcomes related to a specific health need of a community.
    • Explain the major components of an intervention and health promotion plan that will help guide improvements in the quality of care and outcomes that are most relevant to a specific diverse or vulnerable group in a community.
    Part 2: Evidence-Based Foundations
    • Analyze epidemiological evidence and best practices that support the proposed intervention and health promotion plan.
    • Analyze evidence and best practices for working with diverse and vulnerable populations that support the proposed intervention and health promotion plan.
    Part 3: Cross-Cultural Collaborative Opportunities and Strategies
    • Propose potential staff education activities to better improve the ability of health care professionals to collaborate cross-culturally with patients, community stakeholders, and colleagues.
    Address Generally Throughout
    • Communicate intervention and health promotion plan in a professional way that helps the audience to understand the proposed plan and the implications of the plan that must be taken into account.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
    Additional Requirements
    • Length of submission: 3–5 pages, double spaced.
    • Number of resources: A minimum of 5–7 resources. (You may use resources you previously cited in Assessments 1 and 2.)
    • APA formatting: Use the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your analysis.

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    Nursing Question

    Assessment 3 Instructions: Evidence-Based Proposal and Annotated Bibliography on Technology in Nursing

    • PRINT
    • Write a 4-6 page annotated bibliography where you identify peer-reviewed publications that promote the use of a selected technology to enhance quality and safety standards in nursing.Before you begin to develop the assessment you are encouraged to complete the Annotated Bibliography Formative Assessment. Completing this activity will help you succeed with the assessment and counts towards course engagement.Rapid changes in information technology go hand-in-hand with progress in quality health care delivery, nursing practice, and interdisciplinary team collaboration. The following are only a few examples of how the health care field uses technology to provide care to patients across multiple settings:
      • Patient monitoring devices.
      • Robotics.
      • Electronic medical records.
      • Data management resources.
      • Ready access to current science.

      Technology is essential to the advancement of the nursing profession, maintaining quality care outcomes, patient safety, and research.This assessment will give you the opportunity to deepen your knowledge of how technology can enhance quality and safety standards in nursing. You will prepare an annotated bibliography on technology in nursing. A well-prepared annotated bibliography is a comprehensive commentary on the content of scholarly publications and other sources of evidence about a selected nursing-related technology. A bibliography of this type provides a vehicle for workplace discussion to address gaps in nursing practice and to improve patient care outcomes. As nurses become more accountable in their practice, they are being called upon to expand their role of caregiver and advocate to include fostering research and scholarship to advance nursing practice. An annotated bibliography stimulates innovative thinking to find solutions and approaches to effectively and efficiently address these issues.

      Demonstration of Proficiency

      By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

      • Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
        • Analyze current evidence on the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team.
        • Integrate current evidence about the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team into a recommendation.
      • Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
        • Describe organizational factors influencing the selection of a technology in the health care setting.
        • Justify the implementation and use of a selected technology in a health care setting.
      • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
        • Create a clear, well-organized, and professional annotated bibliography that is generally free from errors in grammar, punctuation, and spelling.
        • Follow APA style and formatting guidelines for all bibliographic entries.

      Preparation

      To successfully complete this assessment, perform the following preparatory activities:

      • Select a single direct or indirect patient care technology that is relevant to your current practice or of interest to you. Direct patient care technologies require an interaction, or direct contact, between the nurse and patient. Nurses use direct patient care technologies every day when delivering care to patients. Electronic thermometers or pulse oximeters are examples of direct patient care technologies. Indirect patient care technologies, on the other hand, are those employed on behalf of the patient. They do not require interaction, or direct contact, between the nurse and patient. A handheld device for patient documentation is an example of an indirect patient care technology. Examples of topics to consider for your annotated bibliography include:
        • Delivery robots.
        • Electronic medication administration with barcoding.
        • Electronic clinical documentation with clinical decision support.
        • Patient sensor devices/wireless communication solutions.
        • Real-time location systems.
        • Telehealth.
        • Workflow management systems.
      • Conduct a library search using the various electronic databases available through the Capella University Library.
        • Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.
        • Access the NHS Learner Success Lab, linked in the courseroom navigation menu, for additional resources.
      • Scan the search results related to your chosen technology.
      • Select four peer-reviewed publications focused on your selected topic that are the most interesting to you.
      • Evaluate the impact of patient care technologies on desired outcomes.
        • Analyze current evidence on the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team.
        • Integrate current evidence about the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team into a recommendation.
      Notes
      • Publications may be research studies or review articles from a professional source. Newspapers, magazines, and blogs are not considered professional sources.
      • Your selections need to be current—within the last five years.

      Annotated Bibliography

      Prepare a 4–6 page annotated bibliography in which you identify and describe peer-reviewed publications that promote the use of your selected technology to enhance quality and safety standards in nursing. Be sure that your annotated bibliography includes all of the following elements:

      • Introduction to the Selected Technology Topic
        • What is your rationale for selecting this particular technology topic? Why are you interested in this?
        • What research process did you employ?
          • Which databases did you use?
          • Which search terms did you use?
          • Note: In this section of your bibliography, you may use first person since you are asked to describe your rationale for selecting the topic and the research strategies you employed. Use third person in the rest of the bibliography, however.
      • Annotation Elements
        • For each resource, include the full reference followed by the annotation.
        • Explain the focus of the research or review article you chose.
        • Provide a summary overview of the publication.
          • According to this source, what is the impact of this technology on patient safety and quality of care?
          • According to this source, what is the relevance of this technology to nursing practice and the work of the interdisciplinary health care team?
          • Why did you select this publication to write about out of the many possible options? In other words, make the case as to why this resource is important for health care practitioners to read.
      • Conclusion/Recommendation
        • How would you tie together the key learnings from each of the four publications you examined?
        • What organizational factors influence the selection of a technology in a health care setting? Consider such factors as organizational policies, resources, culture/social norms, commitment, training programs, and/or employee empowerment.
        • How would you justify the implementation and use of the technology in a health care setting? Consider the impact of the technology on the health care organization, patient care/satisfaction, and interdisciplinary team productivity, satisfaction, and retention.

      Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

      Additional Requirements
      • Written communication: Ensure written communication is free of errors that detract from the overall message.
      • Length: 4–6-typed, double-spaced pages.
      • Number of resources: Cite a minimum of four peer-reviewed resources.
      • Font and font size: Use Times New Roman, 12 point.
      • APA: Follow APA style and formatting guidelines for all bibliographic entries. Refer to Evidence and APA as needed.

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    Nursing Question

    ( I have attached the outline template and why I chose the topic in uploaded files)

    This week, you will submit a detailed outline of your term paper. Your submission must include sections corresponding to the following subheadings:

    • Technical Aspects
      Provides necessary medical and scientific information to understand the issue.
    • Public Policy
      Describes current and proposed changes in public policy/law.
    • Arguments For and Against
      Include a summary of the arguments in favor of and opposed to specific interventions, techniques, or products and a discussion of underlying ethical principles. Discuss the public policy with two additional argumentative paragraphs- one discussing the in favor of and one paragraph discussing the opposing argument
    • Conclusion
      Expresses your personal opinion regarding the importance of the topic and the strength of the pro and con arguments.

    Use the to create your outline.

    Additionally, you must include:

    • Topic Sentences and Paragraph Transitions
      Each section of your outline should include topic sentences and paragraph transitions that tie your significant points together.
    • Detail Sufficient to Evaluate your Thinking
      Write complete thoughts.
    • Quotes and Paraphrases
      Include from three outside sources, indicated by APA in-text citations. Sources should be less than five years old unless recent research is not available, and at least one reference must be a peer-reviewed article from a professional journal. Do not use Wikipedia or an encyclopedia as they are not considered reliable academic sources and will not be accepted.
    • Proper APA Formatting
      Include a Title Page and References. No Abstract is required for this assignment
      Outline Rubric
      Criteria Ratings Pts
      Content 48 to >37.92 ptsThe outline includes several high quality, thought provoking ideas/points which are skillfully used to creatively and completely support the thesis, adding new insight to the discussion. Outline demonstrates a well-balanced approach to researching the topic (subcategories are of equal significance under each body paragraph). Subtopics are specific and avoid generalities. Subtopics demonstrate extensive research and thought on the topic. / 48 pts
      Mechanics and APA Formatting 12 to >9.48 pts The assignment follows current APA style format consistently and is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors. All sources are cited and referenced correctly. / 12 pts

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    Nursing Question

    You will conduct a community needs assessment by choosing a specified population or community. You are expected to submit a 5-10 page Report and a PowerPoint presentation illustrating and summarizing the report. Papers submitted must be
    typed using APA format. A PowerPoint presentation of community needs assessment
    also.

    GUIDE: Things to consider:

    I) Overview

    A) Description of the Community

    i) History

    ii) Type of community: urban, suburban, rural

    II)Physical Environmental Considerations: The Community As a Place

    A) Description: general identifying data

    i) Location.

    ii) Topographical features.

    iii) Climate

    B) Boundaries, area in square miles

    C) Environment

    i) Sanitation: water supply, sewage, garbage, trash

    ii) Pollutants, toxic substances, animal reservoirs or vectors, flora and fauna

    iii) Air quality: color, odor, particulates

    iv) Food supply: sources, preparation

    v) Potential disaster in the population

    vi) Extent of disaster preparation in the population

    D) Housing

    i) Types of housing (public and private)

    ii) Condition of housing

    iii) Percent owned, rented

    iv) Housing for special populations

    (a) Near homeless

    (b) Homeless

    (c) Frail elders

    E) Leading industries and occupations

    III) The People of the Community

    A) Population profile

    i) Total population for _________(year of last census)

    ii) Population density

    iii) Population changes in past 10 years

    iv) Population per square miles

    v) Mobility

    vi) Types of Families

    B) Biological Considerations/Vital and demographic population characteristics

    i) Age composition

    ii) Sex distribution

    iii) Race distribution

    iv) Ethnic group composition and distribution

    v) Mortality Characteristics

    (a) Annual Birth and crude death rates

    (b) Age-specific death rate

    (c) Infant mortality rate

    (d) Maternal mortality rate

    vi) Cause-specific death rate (specific health area)

    vii) Leading causes of morbidity

    (a) Incidence rates (specific diseases)

    (b) Prevalence rates (specific diseases)

    C) Psychological Considerations

    i) Significant historical events

    ii) Future economic prospects

    iii) Formal and Informal Communication Network

    iv) Rates of Suicide and Homicides for specific subgroups within the population

    v) Adequacy of protective services

    vi) Common sources of Stress (e.g. unemployment , lack of affordable housing)

    D) Sociocultural Considerations: The Community As a Social System

    i) Socioeconomic status

    (a) Income of family

    (b) Major occupations

    (c) Estimated level of unemployment

    (d) Percent below poverty level

    (e) People retired

    ii) Educational level

    (a) Religious distribution

    (b) Marriage and divorce rates

    (c) Language

    E) Government and Leadership

    i) Type of government (mayor, city manager, board of commissioners)

    ii) City offices (location, hours, services, access)

    F) Education

    i) Public educational facilities

    ii) Private educational facilities

    iii) Libraries

    iv) Services for special populations

    (a) Pregnant teens

    (b) Adults with special problems

    (c) Children and adults who are developmentally disabled

    (d) Children and adults who are blind and/or deaf

    G) Transportation

    H) Behavioral Considerations

    i) Consumption patterns (general nutritional level of the population)

    ii) Leisure pursuit

    iii) Other health-related behaviors (e.g. frequency of seat belt use)

    I) Health System Considerations

    i) Identify existing services

    ii) Assessing current level of performance

    iii) Availability and accessibility of specific types of health care services

    iv) Health needs lacking services

    v) Extent to which health care services are overused and underused

    vi) Financing of health care


    ** I LIVE IN MIAMI,FL AND WOULD LIKE THE POPULATION/COMMUNITY TO BE IN THIS AREA**


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    Nursing Question

    Prepare an 8-10 page data analysis and quality improvement initiative proposal based on a health issue of interest. Include internal and external benchmark data, evidence-based recommendations to improve health care quality and safety, and communication strategies to gain buy-in from all interprofessional team members responsible for implementing the initiative.

    Health care providers are perpetually striving to improve care quality and patient safety. To accomplish enhanced care, outcomes need to be measured. Next, data measures must be validated. Measurement and validation of information support performance improvement. Health care providers must focus attention on evidence-based best practices to improve patient outcomes.

    Health informatics, along with new and improved technologies and procedures, are at the core of all quality improvement initiatives. Data analysis begins with provider documentation, researched process improvement models, and recognized quality benchmarks. All of these items work together to improve patient outcomes. Professional nurses must be able to interpret and communicate dashboard information that displays critical care metrics and outcomes along with data collected from the care delivery process.

    For this assessment, use your current role or assume a role you hope to have. You will develop a quality improvement (QI) initiative proposal based on a health issue of professional interest. To create this proposal, analyze a health care facility’s dashboard metrics and external benchmark data. Include evidence-based recommendations to improve health care quality and safety relating to your selected issue. Successful QI initiatives depend on the support of nursing staff and other members of the interprofessional team. As a result, a key aspect of your proposal will be the communication strategies you plan to use to get buy-in from these team members.

    • Cite a minimum of 5 current scholarly and/or authoritative sources to support your QI initiative proposal. Current means no older than 5 years unless a seminal work.
    • APA format
    • use scoring guide please
    • USE OPTION 2 PLEASE

    Demonstration of Proficiency

    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

    • Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
      • Determine whether any adverse event or near-miss data needs to be factored in to outcomes and recommendations.
    • Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
      • Develop a QI initiative proposal based on a selected health issue and supporting data analysis.
    • Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
      • Analyze data to identify a health care issue or area of concern.
    • Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost-effectiveness, and work-life quality.
      • Communicate QI initiative proposal based on input of the interdisciplinary team to improve patient safety and quality outcomes and work-life quality.
    • Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
      • Determine communication strategies to promote quality improvement of interprofessional care.
      • Communicate QI initiative proposal in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
      • Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

    Preparation

    OPTION 2 PLEASE

    To develop the QI initiative proposal required for this assessment, you must analyze a health care facility’s dashboard metrics. Choose Option 1 or 2 according to your ability to access dashboard metrics for a QI initiative proposal.

    Option 1

    If you have access to dashboard metrics related to a QI initiative proposal of interest to you, complete the following:

    • Analyze data from the health care facility to identify a health care issue or area of concern. You will need access to reports and data related to care quality and patient safety. For example, in a hospital setting, you would contact the quality management department to obtain the needed data. It is your responsibility to determine the appropriate resource to provide the necessary data in your chosen health care setting. If you need help determining how to obtain the needed information, consult your faculty member for guidance.
    • Include in your proposal basic information about the health care setting, size, and specific type of care delivery related to the identified topic. Please abide by Health Insurance Portability and Accountability Act (HIPAA) compliance standards.
    Option 2

    If you do not have access to a dashboard or metrics related to a QI initiative proposal:

    • Use the hospital data set provided in Vila Health: Data Analysis. You will analyze data to identify a health care issue or area of concern.
    • Include in your proposal basic information about the health care setting, size, and specific type of care delivery related to the identified topic.

    Instructions

    Use your current role or assume a role you would like to have. Choose a quality improvement initiative of professional interest to you. Your current organization is probably working on quality improvement initiatives that can be evaluated, so consider starting there.

    To develop your proposal you will:

    • Gather internal and external benchmark data on the subject of your quality improvement initiative proposal.
    • Analyze data you have collected.
    • Make evidence-based recommendations about how to improve health care quality and safety relating to your chosen issue.

    Remember, your initiative’s success depends on the interprofessional team’s commitment to the QI initiative. Think carefully about these stakeholders and how you plan to include them in the process, as they will help you develop and implement ideas and sustain outcomes. Also, remember how important external stakeholders, such as patients and other health care delivery organizations, are to the process. As you are preparing this assessment, consider carefully the communication strategies you will employ to include the perspectives of all internal and external stakeholders in your proposal.

    The following numbered points correspond to grading criteria in the scoring guide. The bullets below each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your proposal addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels related to each grading criterion.

    1. Analyze data to identify a health care issue or area of concern.
      • Identify the type of data you are analyzing from your institution or from the Vila Health activity.
      • Explain why data matters. What does data show related to outcomes?
      • Analyze the dashboard metrics. What else could the organization measure to enhance knowledge?
      • Present dashboard metrics related to the selected issue that are critical to evaluating outcomes.
      • Assess the institutional ability to sustain processes or outcomes.
      • Evaluate data quality and its implications for outcomes.​
    2. Determine whether any adverse event or near-miss data needs to be factored in to outcomes and recommendations.
      • Examine the nursing process for variations or performance failures that could lead to an adverse event or near miss.
      • Identify trends, measures, and information needed to critically analyze specific outcomes.
      • Specify desired outcomes related to prevention of adverse events and near misses.
      • Analyze which metrics indicate future quality improvement opportunities.
    3. Develop a QI initiative proposal based on a selected health issue and supporting data analysis.
      • Determine benchmarks aligned to existing QI initiatives set by local, state, or federal health care policies or laws.
      • Identify any internal existing QI initiatives in your practice setting or organization related to the selected issue. Explain why they are insufficient.
      • Evaluate external national or international QI initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and nongovernmental bodies on quality improvement.
      • Define target areas for improvement and the processes to be modified to improve outcomes.
      • Propose evidence-based strategies to improve quality.
      • Analyze challenges that meeting prescribed benchmarks can pose for a health care organization and the interprofessional team.
    4. Communicate QI initiative proposal based on interdisciplinary team input to improve patient safety and quality outcomes and work-life quality.
      • Define interprofessional roles and responsibilities relating to data and the QI initiative.
      • Explain how to ensure all relevant interprofessional roles are fully engaged in this effort.
      • Identify how outcomes will be measured and data used to inform interprofessional team performance related to specific tasks.
      • Reflect on the impact of the proposed initiative on work-life quality of the interprofessional team.
      • Describe how the initiative enhances work-life quality due to improved strategies supporting efficiency.
    5. Determine communication strategies to promote quality improvement of interprofessional care.
      • Identify interprofessional communication strategies that will help to promote and ensure the success of the QI initiative.
      • Identify communication models, such as SBAR and CUS, to include in your proposal.
        • SBAR stands for Situation, Background, Assessment, Recommendation.
        • CUS stands for “I am Concerned about my resident’s condition; I am Uncomfortable with my resident’s condition; I believe the Safety of the resident is at risk.”
      • Consult this resource for additional information about these fundamental evidence-based tools to improve interprofessional team communication for patient handoffs:
    6. Communicate QI initiative proposal in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
    7. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

    Example Assessment: Refer to QI Initiative Proposal Exemplar [PDF] for an idea of what an assessment given a proficient or higher rating on the scoring guide would look like.

    Additional Requirements

    • Submission length: 8–10 typed, double-spaced pages of content plus title and reference pages.
    • Font: Times New Roman, 12 points.
    • Number of references: Cite a minimum of 5 current scholarly and/or authoritative sources to support your QI initiative proposal. Current means no older than 5 years unless a seminal work.
    • APA formatting: Citations and references need to adhere to APA style and formatting guidelines. Consult these resources for an APA refresher:

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    Nursing Question

    Assignment 1: Prescribing for Children and Adolescents

    Off-label prescribing is when a physician gives you a drug that the U.S. Food and Drug Administration (FDA) has approved to treat a condition different than your condition. This practice is legal and common. In fact, one in five prescriptions written today are for off-label use.
    —Agency for Healthcare Research and Quality

      Photo Credit: Getty Images/Ingram Publishing

      Psychotropic drugs are commonly used for children and adolescents to treat mental health disorders, yet many of these drugs are not FDA approved for use in these populations. Thus, their use is considered “off-label,” and it is often up to the best judgment of the prescribing clinician. As a PMHNP, you will need to apply the best available information and research on pharmacological treatments for children in order to safely and effectively treat child and adolescent patients. Sometimes this will come in the form of formal studies and approvals for drugs in children. Other times you may need to extrapolate from research or treatment guidelines on drugs in adults. Each individual patient case will need to be considered independently and each treatment considered from a risk assessment standpoint. What psychotherapeutic approach might be indicated as an initial treatment? What are the potential side effects of a particular drug?

    For this Assignment, you consider these questions and others as you explore FDA-approved (“on label”) pharmacological treatments, non-FDA-approved (“off-label”) pharmacological treatments, and nonpharmacological treatments for disorders in children and adolescents.

    Reference:

    Agency for Healthcare Research and Quality. (2015). Off-label drugs: What you need to know. https://www.ahrq.gov/patients-consumers/patient-involvement/off-label-drug-usage.html

    To Prepare

    • Your Instructor will assign a specific disorder for you to research for this Assignment.
    • Use the Walden library to research evidence-based treatments for your assigned disorder in children and adolescents. You will need to recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating this disorder in children and adolescents.

    The Assignment (1–2 pages)

    • Recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating your assigned disorder in children and adolescents.
    • Explain the risk assessment you would use to inform your treatment decision making.
    • What are the risks and benefits of the FDA-approved medicine?
    • What are the risks and benefits of the off-label drug?
    • Explain whether clinical practice guidelines exist for this disorder and, if so, use them to justify your recommendations. If not, explain what information you would need to take into consideration.
    • Support your reasoning with at least three scholarly resources, one each on the FDA-approved drug, the off-label, and a non-medication intervention for the disorder. Attach the PDFs of your sources
    • DISORDERS ASSIGNED TO ME ARE: 1. Disruptive, 2. Impulse-Control, and 3. Conduct Disorders

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    Nursing Question

    • Deliver to the interprofessional team a presentation (20 minutes; 12-15 slides with speaker notes) that analyzes an existing workplace quality improvement initiative related to a specific disease, condition, or public health issue of interest. The presentation’s purpose is to inform and get buy-in from the interprofessional team.Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—various groups talking among themselves about results and enhancements. Nurses are critical to the delivery of high-quality, efficient health care. As a result, they must develop their skills in reviewing and evaluating performance reports. They also need to be able to communicate outcome measures related to quality initiatives effectively. Patient safety and positive institutional health care outcomes mandate collaboration among nursing staff members to ensure the integration of their perspectives in all quality care initiatives.In this assessment, you will have the opportunity to analyze a quality improvement initiative in your workplace. You will then present your analysis to a group of nurses and other health care professionals. The purpose of your presentation is to inform and enlist support for the initiative from your audience.
    • APA format
    • Citations within the past 5 years
    • Use scoring guide provided please

    ……..

    • Demonstration of Proficiency

      By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through the following assessment scoring guide criteria:

      • Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
        • Recommend additional indicators and protocols to improve and expand outcomes of a quality initiative.
      • Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
        • Analyze a current quality improvement initiative in a health care or practice setting according to strategic organizational initiatives.
        • Evaluate the success of a current quality improvement initiative according to recognized national benchmarks.
      • Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost-effectiveness, and work-life quality.
        • Incorporate interprofessional perspectives related to initiative functionality and outcomes.
      • Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
        • Communicate the QI improvement initiative evaluation in a professional, effective manner that engages the interprofessional stakeholders to implement and sustain change.
        • Use correct grammar, punctuation, spelling, and APA style for scholarly citations and references.

      Preparation

      Quality Initiative Selection

      In this assessment you will deliver an analysis of an ongoing quality improvement initiative in your workplace. The initiative you analyze must relate to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of your analysis is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Your audience consists of nurses and selected health care professionals with specializations or interest in your selected condition, disease, or issue. You hope to inform and garner support for the initiative from your audience.

      Recording Your Presentation

      To prepare to record a voice-over for your presentation:

      • Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
      • Practice using the equipment to ensure the audio quality is sufficient.
      • Consult Using Kaltura for guidance on how to record your presentation and upload it in the courseroom.
      • Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your slides.
      • Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

      Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at DisabilityServices@Capella.edu to request accommodations.

      Instructions

      The optional QI Initiative Evaluation Presentation Template [PPTX] is provided to help you prepare your slides. If you choose to work without the template, consider referring to Guidelines for Effective PowerPoint Presentations [PPTX].In your presentation, you will:

      • Analyze a current quality improvement initiative in a health care or practice setting according to strategic organizational initiatives.
        • Explain the rationale behind the QI improvement initiative. What prompted the initiative?
        • Detail problems that were not addressed and any issues that arose from the initiative.
      • Evaluate the success of a current quality improvement initiative according to recognized national benchmarks.
        • Analyze the benchmarks used to evaluate success. Which aspects of the initiative were most successful? What outcome measures are missing or could be added?
        • Incorporate one appropriate supporting visual (such as a graph or chart) that showcases the most critical aspect of this presentation.
      • Incorporate interprofessional perspectives related to initiative functionality and outcomes.
      • Integrate the perspectives of interprofessional team members involved in the initiative. Who did you talk to? What are their professions? How did their perspectives impact your analysis?
      • Recommend additional indicators and protocols to improve and expand outcomes of a quality initiative.
        • Identify specific process or protocol changes as well as technologies that would improve quality outcomes.
      • Communicate the QI initiative evaluation in a professional, effective manner that engages the interprofessional stakeholders to implement and sustain change.
      • Use correct grammar, punctuation, spelling, and APA style for scholarly citations and references.

      Additional Requirements

      • Presentation length: A maximum of 20 minutes.
      • Number of slides: 12–15 slides. Balance text and visuals. Avoid text-heavy slides. Use speaker’s notes for additional content.
      • Font and font size: Appropriate size and weight for presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface such as Times or Arial throughout the presentation.
      • Number of references: Cite a minimum of 7 current scholarly and/or authoritative sources to support your analysis. Current is defined as no older than 5 years unless a seminal work.
      • APA formatting: Adhere to APA style and formatting guidelines for citations and references. Consult these resources for an APA refresher:
    • SCORING GUIDE

      Use the scoring guide to understand how your assessment will be evaluated.


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    Nursing Question

    Present your approved intervention to the patient, family, or group and record a 10-15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

    Introduction

    Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).

    For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.

    Reference

    Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).

    Instructions

    Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.

    PART 1

    Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in CORE ELMS.

    Use the Intervention Feedback Form: Assessment 5 [PDF] as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.

    Part 2

    Record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.

    You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this courseroom tool.

    Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact Disability Services to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

    Requirements

    The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.

    • Assess the contribution of your intervention to patient or family satisfaction and quality of life.
      • Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
      • Explain how your intervention enhances the patient, family, or group experience.
    • Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.
      • Explain how the principles of evidence-based practice informed this aspect of your project.
    • Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.
      • Identify opportunities to improve health care technology use in future practice.
    • Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.
      • Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
    • Explain whether capstone project outcomes matched your initial predictions.
      • Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
      • Discuss whether your intervention can, or will be, adopted as a best practice.
      • Describe the generalizability of your intervention outside this particular setting.
      • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
    • Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.
      • Address your provision of ethical care and demonstration of professional standards.
      • Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
    • Communicate professionally in a clear, audible, and well-organized video.
    Additional Requirements

    Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

    • Competency 2: Make clinical and operational decisions based upon the best available evidence.
      • Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
    • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
      • Explain whether capstone project outcomes matched one’s initial predictions and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
    • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
      • Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.
    • Competency 5: Analyze the impact of health policy on quality and cost of care.
      • Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.
    • Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
      • Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.
    • Competency 8: Integrate professional standards and values into practice.
      • Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
      • Communicate professionally in a clear and well-organized video.

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    Nursing Question

    In a 5-7 page written assessment, define the patient, family, or population health problem (nursing shortage in healthcare facilities) that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. References used must be within the last 5 years. SCORING GUIDE ATTACHED AND WILL BE USED TO HELP CREATE HEADINGS FOR BODY PARAGRAPHS.


    Introduction

    Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness.

    Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective.

    This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following:

    • Develop a problem statement for a patient, family, or population that’s relevant to your practice.
    • Begin building a body of evidence that will inform your approach to your practicum.
    • Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem.

    Preparation

    In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).

    To prepare for the assessment, complete the following:

    • Identify the patient, family, or group you want to work with during your practicum The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.
    • Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.

    In addition, you may wish to complete the following:

    • Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed.
    • Review the Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum.

    Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

    Instructions

    Complete this assessment in two parts.

    Part 1

    Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.

    Part 2

    Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. I WILL BE DOING THIS AT FACILITY

    Requirements

    The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

    • Define a patient, family, or population health problem that’s relevant to your practice.
      • Summarize the problem you’ll explore.
      • Identify the patient, family, or group you intend to work with during your practicum.
      • Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.
      • Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.
    • Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined.
      • Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice.
      • Explain how you would know if the data are unreliable.
      • Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined.
      • Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.
      • Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
      • Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your clinical practicum.
    • Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined.
      • Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.
      • Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
      • Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.
    • Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined.
      • Discuss research on the effectiveness of leadership strategies.
      • Define the role that you anticipate leadership must play in addressing the problem.
      • Describe collaboration and communication strategies that you anticipate will be needed to address the problem.
      • Describe the change management strategies that you anticipate will be required to address the problem.
      • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
    • Organize content so ideas flow logically with smooth transitions.
    • Apply APA style and formatting to scholarly writing.
    Additional Requirements
    • Format: Format your paper using APA style. Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:
      • A title page and reference page. An abstract is not required.
      • A running head on all pages.
      • Appropriate section headings.
    • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
    • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
    • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

    • Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
      • Define a patient, family, or population health problem that’s relevant to personal and professional practice.
    • Competency 2: Make clinical and operational decisions based upon the best available evidence.
      • Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.
    • Competency 5: Analyze the impact of health policy on quality and cost of care.
      • Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.
    • Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
      • Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
    • Competency 8: Integrate professional standards and values into practice.
      • Organize content so ideas flow logically with smooth transitions.
      • Apply APA style and formatting to scholarly writing.

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    Nursing Question

    Write a letter to the editor of an academic or professional journal. The length and format of the letter is dictated by your choice of journal.

    Introduction

    Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

    Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.

    Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.

    Preparations

    As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

    • Looking at your health care issue from a prevention standpoint, what are the relevant levels of prevention?
      • What would be the benefits and challenges of applying a specific level of prevention to your chosen issue and population?
      • How might one or more approaches to prevention improve the care and outcomes?
        • How could your policy be leveraged, or revised, to support the relevant levels of prevention?
    • What are relevant strategies that you could use to help advocate for the policy you are proposing?
      • How could these strategies help you advocate for your policy proposal?
      • How does evidence from the literature support the benefits of your proposed policy?
        • How does citing evidence help lend credibility to your advocacy?
    • What academic or professional journal would be the best forum to advocate for your policy?
      • Why is your chosen journal an appropriate forum?
      • Which advocacy strategies would be most effective in this forum?
      • How will you craft your message to best appeal to the likely audience of your chosen journal?

    Assessment 3 will build upon the work you have done for your previous two assessments. For this assessment, you will be writing a letter to the editor of an academic or professional journal as a means to advocate for adoption or development of policies that will improve the quality of care and outcomes around your chosen health care issue and vulnerable population. Refer to the resource listed below.

    Scenario

    Throughout this course, you have focused on a specific health issue occurring within a specific population. You researched position papers regarding this health concern, and you developed a health policy proposal to positively impact the health of the affected individuals. It is now time to reach a greater audience regarding your policy proposal.

    Instructions

    Develop a letter to the editor of a peer-reviewed academic or professional nursing journal based on the policy proposal that you created for Assessment 2. Choose from one of the journals on the Ultimate List of Nursing Journals and go to that journal’s Web site to find out the requirements for submitting a letter to the editor, such as format requirements, topics, and word counts. Make sure you select a nursing journal that covers the topic about which you are going to write. If you want to use another journal that is not on this list, please make sure the journal does address health care, because this is the purpose of the assessment.

    The goal of your letter is to be informative about the policy that you developed for Assessment 2, while also being persuasive about the need for and benefit of similar policies in other health care settings. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Letter to the Editor: Population Health Policy Advocacy Scoring Guide and Guiding Questions: Letter to the Editor: Population Health Policy Advocacy [DOC] document to better understand how each grading criterion will be assessed.

    • Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
      • Look back to the data or scenario you used in Assessment 1 to address this criterion.
    • Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
    • Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
    • Advocate for policy development in other care settings with regard to a specific issue in a target population.
    • Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
    • Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style (or the journal’s preferred style).

    Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

    Additional Requirements

    The submission requirements for your editorial will depend on the journal you choose. To find out the requirements, go to the journal’s Web site. There should be a section regarding submissions that will address how to format letters to the editor, and whether there is a word count limit (there usually is a limit).

    • If the journal does not have submission guidelines for the number of resources required, use 3-5 sources.
    • To be sure that your instructor knows the submission and formatting requirements for your letter, include the journal’s guidelines on a separate page at the end of the document you submit for this assessment.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
      • Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
      • Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
    • Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
      • Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
    • Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
      • Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
      • Advocate for policy development in other care settings with regard to a specific issue in a target population.
    • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
      • Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
      • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

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    Nursing Question

    Develop a 2-4 page proposal for a policy that should help to improve health care and outcomes for your target population.

    Introduction

    Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

    Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.

    As a master’s-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, state, or federal) that may have more wide-ranging effects on best practices and regulations.

    Preparation

    As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

    • What are the relevant best practices from a population health standpoint (cultural competence, disease prevention, and interventions) for your chosen health issue and vulnerable population?
      • How are these best practices relevant to your chosen health issue and vulnerable population?
        • Do the best practices make any reference to standards of care or benchmarks that should be achieved?
      • How could these best practices be leveraged to help inform or develop a policy and guidelines to improve care and outcomes for the vulnerable population you are working with?
    • How could technology be used to identify health concerns or collect data that could help health care practitioners determine which health care issues to focus on in a population?
      • What are the relevant laws, regulations, or policies for employing any of the technology you might find useful?
    • What type of policy and guidelines would be most likely to ensure improvements in care and outcomes related to your chosen health issue and vulnerable population?
      • Are there any policies in existence that could help inform your own policy development?
      • How might your proposed policy and guidelines influence the way in which care is accessed?
      • How might your proposed policy and guidelines influence the amount of access that is available?

    Assessment 2 will build on the health issue, vulnerable population, and position that you started to develop in the first assessment. For Assessment 2, you will develop a proposal for a policy and a set of guidelines that could be implemented to ensure improvements in care and outcomes. Refer to the resource listed below:

    Scenario

    The analysis of position papers that your interprofessional team presented to the committee has convinced them that it would be worth the time and effort to develop a new policy to address your specific issue in the target population. To that end, your interprofessional team has been asked to submit a policy proposal that outlines a specific approach to improving the outcomes for your target population. This proposal should be supported by evidence and best practices that illustrate why the specific approaches are likely to be successful. Additionally, you have been asked to address the ways in which applying your policy to interprofessional teams could lead to efficiency or effectiveness gains.

    Instructions

    For this assessment you will develop a policy proposal that seeks to improve the outcomes for the health care issue and target population you addressed in Assessment 1. If for some reason you wish to change your specific issue and/or target population, contact your FlexPath faculty.

    The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Biopsychosocial Population Health Policy Proposal Scoring Guide and Guiding Questions: Biopsychosocial Population Health Policy Proposal [DOC] to better understand how each grading criterion will be assessed.

    • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
    • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
    • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes.
    • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

    Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

    Additional Requirements

    • Length of proposal: 2-4 double-spaced, typed pages, not including title page or reference list. Your proposal should be succinct yet substantive.
    • Number of references: Cite a minimum of 3-5 sources of scholarly or professional evidence that supports the relevance of or need for your policy, as well as interprofessional considerations. Resources should be no more than five years old.
    • APA formatting: The APA Style Paper Tutorial [DOCX] will help you in writing and formatting your analysis.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
      • Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
    • Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
      • Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
    • Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
      • Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
    • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
      • Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
      • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

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    Nursing Question

    Write a comprehensive analysis (5-7 pages) of an adverse event or near miss from your nursing experience. Integrate research and data on the event to propose a quality improvement (QI) initiative to your current organization.

    Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication.

    This assessment’s goal is to address a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities with a quality improvement initiative to prevent future incidents.

    – APA Format

    -5 Scholarly citations within the past 5 years from todays date

    – Please follow scoring guide attached below, since it is what the professor uses to give a passing mark.

    Demonstration of Proficiency

    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

    • Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
      • Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
      • Analyze the missed steps or protocol deviations related to an adverse event or near miss.
      • Analyze the implications of the adverse event or near miss for all stakeholders.
      • Outline a quality improvement initiative to prevent a similar adverse event or near miss.
    • Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
      • Incorporate relevant metrics of the adverse event or near miss incident to support need for improvement.
    • Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
      • Communicate analysis and proposed initiative in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
      • Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

    Instructions

    For this assessment, you will prepare a comprehensive analysis on an adverse event or near miss that you or a peer experienced during your professional nursing career. You will integrate research and data on the event and use this information as the basis for a quality improvement (QI) initiative proposal in your current organization.

    The following points correspond to the grading criteria in the scoring guide. The subbullets under each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your adverse event or near-miss analysis addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels relating to each grading criterion.

    1. Analyze the missed steps or protocol deviations related to an adverse event or near miss.
      • Describe how the event resulted from a patient’s medical management rather than from the underlying condition.
      • Identify and evaluate the missed steps or protocol deviations leading to the event.
      • Explain the extent to which the incident was preventable.
      • Research the impact of the same type of adverse event or near miss in other facilities.
    2. Analyze the implications of the adverse event or near miss for all stakeholders.
      • Evaluate the short- and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community). Analyze each stakeholder’s contribution to the event.
      • Analyze the interprofessional team’s responsibilities and actions. Explain what measures each interprofessional team member should have taken to create a culture of safety.
      • Describe any change to process or protocol implemented after the incident.
    3. Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety.
      • Analyze the quality improvement technologies put in place to increase patient safety and prevent recurrence of the near miss or adverse event.
      • Determine the appropriateness of the technology application for a specific patient or situation.
      • Research scholarly, evidence-based literature to learn how institutions can integrate solutions to prevent similar events.
    4. Incorporate relevant metrics of the adverse event or near-miss incident to support need for improvement.
      • Identify the salient data associated with the adverse event or near miss that is generated from the facility’s dashboard.
        • Note: Dashboard means data generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management.
      • Analyze what the relevant metrics show.
      • Explain research or data related to the adverse event or near miss that is available outside of your institution. Compare internal data to external data. Use resources such as the Centers for Disease Control and Prevention (CDC), Agency for Healthcare Research and Quality (AHRQ), Institute for Healthcare Improvement (IHI), and the World Health Organization (WHO).
    5. Outline a quality improvement initiative to prevent the recurrence of an adverse event or near miss.
      • Explain, from an evidence-based viewpoint, how your facility now manages or should manage the process or protocol.
      • Evaluate how other institutions addressed similar incidents or events.
      • Analyze QI initiatives developed to prevent similar incidents. Explain why they are successful. Provide evidence of their success.
      • Propose solutions for your selected institution that can be implemented to prevent similar future adverse events or near-miss incidents.
    6. Communicate analysis and proposed initiative in a professional, effective manner, writing content clearly and logically, with correct use of grammar, punctuation, and spelling.
    7. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

    Example Assessment: You may use the Adverse Event or Near-Miss Analysis Exemplar [PDF] for an idea of what an assessment receiving a proficient or higher evaluation would look like. ​

    Additional Requirements

    • Submission length: 5–7 typed, double-spaced pages.
    • Font: Times New Roman, 12 points.
    • Number of references: Cite a minimum of 5 current scholarly and/or authoritative sources to support your evaluation, recommendations, and plans. Current literature is defined as no older than 5 years unless it is a seminal work.
    • APA formatting: Citations and references must adhere to APA style and formatting guidelines. Consult these resources for an APA refresher:

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    Nursing Question

    Feedback from the professor, I’m specifically interested in adjusting criteria 3 and 6. Thank you.

    See your assessment for additional feedback.

    Hello Louisa,

    Welcome to the course! Great start to the course!

    In the future, if you would please align your APA level 2 headings with the scoring guide heading, that would be very helpful-it helps me find the criteria and helps to keep you from missing criteria.

    Thank you for submitting the first course assessment of locating credible database and research findings as this is a vital skill that baccalaureate nurses must acquire. Please see my feedback in the scoring guide. You will be responsible for sharing current evidence-based findings that will drive positive patient-centered outcomes. This assessment is the foundation upon which you will build the additional course assessments. You did a great job following the scoring guide criteria and meeting the assessment requirements. There are some areas that could use improvement, should you choose to do so as noted in the scoring guide below. Students have reported that keeping the scoring guide open side-by-side while they write, helps them not miss criteria.

    I really appreciate your hard work and effort. I look forward to reading your next assessment submission. I hope that you can relate the course material and learning activities to real situations and changes in practice. I look forward to seeing how things evolve for you over the course. If you choose to resubmit this assessment or any other assessment, please highlight your additions.

    Keep up the hard work as your effort is greatly appreciated!

    Kindly,

    Dr. Miller

    RUBRICS

    CRITERIA 1

    Describe communication strategies to encourage nurses to research a diagnosis, as well as strategies to collaborate with the nurses to access resources.

    Apply professional, scholarly communication strategies to lead practice changes based on evidence.

    COMMENTS:

    You did a great job describing communication strategies to encourage nurses to research the diagnosis as well as strategies to collaborate with the nurse(s) to access resources. I especially liked the structured mentoring strategy you discussed. Excellent work providing additional information about the benefits of strategies in helping to build professional competence or a positive professional relationship.

    CRITERIA 2

    Describe the best places to complete research and what types of resources one would want to access to find pertinent information for a diagnosis within the context of a specific health care setting.

    Analyze the relevance and potential effectiveness of evidence when making a decision.

    COMMENTS:

    You did well describing the best places to complete research and access resources to find pertinent information for the diagnosis within the context of a healthcare setting. I like how you noted the reason(s) of accessibility for utilizing the place(s) with in the health care setting.

    CRITERIA 3

    Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis, and ensure three out of five are specific to the diagnosis.

    Plan care based on the best available evidence.

    COMMENTS:

    Excellent job identifying 5 sources of online information that could be used to locate evidence for a clinical diagnosis, and at least 3 out of the 5 were specifically helpful to your selected diagnosis. The CINAHL resource you provided looks like it would be very helpful! Excellent work finding these sources and ranking them in order of most useful.To reach a higher performance level, you needed to rank the sources in order of the most useful to the least helpful for nurses.

    CRITERIA 4

    Explain why the sources selected should provide the best evidence for the chosen diagnosis.

    Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.

    COMMENTS:

    Great job explaining why the sources selected should be provide the best evidence for the diagnosis of post-op pain. Excellent work noting the criteria used to determine the relevance and usefulness of the source. As you mentioned, peer review is very important when considering the source!

    CRITERIA 5

    Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    Apply professional, scholarly communication strategies to lead practice changes based on evidence.

    COMMENTS:

    What an excellently written scholarly paper. You have a very nice writing style that flows well and it easy to follow. Well done! Also, you may wish to check out the Learner Success Lab tab located along side of the course room as it’s full of writing resources: https://campus.capella.edu/school-of-nursing-and-health-sciences/nhs-learner-success-lab

    CRITERIA 6

    Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    Apply professional, scholarly communication strategies to lead practice changes based on evidence.

    COMMENTS:

    Nice job overall with APA formatting. There were just a few items to improve upon, such as where and when to cite and writing conclusion paragraphs. Thank you for all your effort and time. Well done! If you would want to check it out, here’s a link to APA information: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

    There were many areas that needed citations. Without citing, the statements are only opinion, and not evidence, and in some cases could be considered plagiarism. Here is a resource to help: https://campus.capella.edu/web/writing-center/sour…

    Paraphrasing

    https://campus.capella.edu/web/writing-center/sources-and-evidence/quoting

    Excellent Website for Paraphrasing

    https://writing.wiscweb.wisc.edu/wp-content/uploads/sites/535/2018/07/Acknowledging_Sources.pdf

    APA requires an introduction and a conclusion paragraph along with headings that separate each section being addressed. Headings are to be centered and in bold (except for the intro heading). You can simply use the rubric’s sections as your headings. Even the conclusion paragraph should have a “Conclusion” heading. Use this link to see an example of an APA paper. http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx


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    Nursing Question

    Develop a 20-minute presentation(I WILL DO THIS. I JUST NEED THE 4-5 PG PAPER ) for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length, and record a video of your presentation.

    Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.

    This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.

    Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

    Preparation

    Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.

    To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.

    You may also wish to:

    • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
    • Allow plenty of time to rehearse your presentation

    Instructions

    Complete the following:

    • Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.

    Note: You are not required to deliver your presentation.

    Presentation Format and Length

    Create a detailed narrative script for your video presentation, approximately 4–5 pages in length(not including reference page) APA Format. Include a reference list at the end of the script.

    Supporting Evidence

    Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.

    Grading Requirements

    The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    • Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
      • Provide, for example, drug-specific educational interventions, cultural competence strategies.
      • Include evidence that you have to support your selected strategies.
    • Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
    • Explain the rationale for coordinated care plans based on ethical decision making.
      • Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
    • Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
      • What are the logical implications and consequences of relevant policy provisions?
      • What evidence do you have to support your conclusions?
    • Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
      • Fine tune the presentation to your audience.
      • Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
      • Adhere to presentation best practices.

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    Nursing Question

    The nurse practitioner (NP) is working at a health clinic in a homeless shelter during the early evening. A 48-year-old African American man approaches the practitioner and asks to have his blood pressure taken, saying that he has not had it checked “in a while”.

    The man appears to be in some type of distress and experiencing pain. The man walks slowly, using a guarded manner, and he appears diaphoretic. His mucous membranes also appear pale. The patient’s blood pressure is 210/98. The patient reports that he has not been diagnosed with hypertension previously. The patient reveals that he has severe abdominal pain that is radiating to his back. The nurse finds a heart rate of 110, respirations 30 with shallow inspirations, and temperature 102.2°F. The patient’s skin is cool and clammy.

    The patient reports a history of alcoholism, homelessness, and lack of access to health care. He says that the symptoms have been present and worsening over 3 days. The man says he thinks he might have pancreatitis again, which he had “a couple of years ago”. The NP recommends that the man should be seen at a hospital for his condition, but the patient says he does not have health insurance, so he does not want to go.

    The NP proceeds with a physical examination, finding severe abdominal pain in the epigastric area, yellowed sclera, no abdominal distention, and hypoactive bowel sounds. The clinic is equipped with basic materials but no means to conduct lab or radiologic testing. Discuss the following:

    1. Considering the patient’s homelessness and lack of insurance, what action should the practitioner take?
    2. When the patient asks why his condition cannot be managed outside of the hospital, how should the practitioner respond?
    3. When the patient arrives at the hospital for further diagnostic work-up, what tests will likely be performed to evaluate the patient’s condition?
    4. How will the severity of the pancreatitis be assessed when the patient is hospitalized?
    5. How should the patient’s condition be managed when hospitalized?
    6. What patient education should be included after the pancreatitis is resolved?

    Submission Instructions:

    • Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    • Grading Rubric

      Your assignment will be graded according to the grading rubric.

      Discussion Rubric
      Criteria Ratings Points
      Identification of Main Issues, Problems, and Concepts Distinguished – 5 points
      Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts.
      Excellent – 4 points
      Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.
      Fair – 2 points
      Identifies and demonstrate an acceptable understanding of most of issues, problems, and concepts.
      Poor – 1 point
      Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.
      5 points
      Use of Citations, Writing Mechanics and APA Formatting Guidelines Distinguished – 3 points
      Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.
      Excellent – 2 points
      Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.
      Fair – 1 point
      Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.
      Poor – 0 points
      Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.
      3 points
      Response to Posts of Peers Distinguished – 2 points
      Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.
      Fair – 1 point
      Student constructively responded to one other post and either extended, expanded or provided a rebuttal.
      Poor – 0 points
      Student provided no response to a peer’s post.
      2 points

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    Nursing Question

    Prepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4-5 pages in length. Your spreadsheet should contain at least four cost-saving elements. Identify the cost-saving element, current costs, and anticipated savings. Please use scoring guide to ensure passing grade.

    Introduction

    Information plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients.

    The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation’s health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes.

    Preparation

    As the senior care coordinator in your organization, your manager has asked you to examine and report on how care coordination can generate cost savings, improve outcomes, enhance the collection of evidence-based data, and improve health care quality for the community. She would like you to compile cost savings data in a well-organized spreadsheet and present your key findings in an executive summary.

    Note: Remember that you can submit all or a portion of your draft spreadsheet and executive summary to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

    Instructions

    Determine how care coordination can reduce costs. Compile your cost savings data in a spreadsheet, using Microsoft Excel or a suitable application of your choice. (If you elect to use an application other than Excel, check with faculty to avoid potential file compatibility issues.) Your spreadsheet should contain at least four cost-saving elements. Identify the cost-saving element, current costs, and anticipated savings.

    Then create an executive summary using the APA Style Paper Template [DOCX]. Discuss your cost-saving elements and report key findings from your analysis.

    Analyzing Cost Savings

    The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your analysis addresses each point, at a minimum. You may also want to read the Cost Savings Analysis Scoring Guide to better understand how each criterion will be assessed.

    • Describe ways in which care coordination can generate cost savings.
      • What are your primary evidence-based sources of information?
      • Are your conclusions substantiated by the data?
      • What assumptions, if any, underlie your analysis?
    • Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
      • What evidence do you have to substantiate your claims?
    • Describe at least five ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.
      • Choose any emerging health care model.
    • Present cost savings data and information clearly and accurately.
    • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

    Additional Requirements

    Executive Summary Format and Length

    Format your executive summary using APA style:

    • Use the APA Style Paper Template [DOCX] provided. Be sure to include:
      • A title page and references page. An abstract is not required.
      • A running head on all pages.
      • Appropriate section headings.
    • See also the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your executive summary.
    • Your summary should be 4–5 pages in length, not including the title page and references page.
    Supporting Evidence
    • Cite 4–5 sources of relevant and credible scholarly or professional evidence to support your cost savings analysis.
    • Apply APA formatting to all in-text citations and references.

    Submit both your spreadsheet and your executive summary.

    Portfolio Prompt: You may choose to save your spreadsheet and executive summary to your ePortfolio.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
      • Describe ways in which care coordination can generate cost savings.
    • Competency 2: Explain the relationship between care coordination and evidence-based data.
      • Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.
    • Competency 3: Use health information technology to guide care coordination and organizational practice.
      • Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
    • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
      • Present cost savings data and information clearly and accurately.
      • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

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    Nursing Question

    Write a quality improvement proposal, 5-7 pages in length and cite at LEAST 6 references, that provides your recommendations for expanding a hospital’s HIT to include quality metrics that will help the organization qualify as an accountable care organization. PLEASEUSE SCORING GUIDE TO ENSURE PASSING GRADE.

    Introduction

    Health care has undergone a transformation since the release of the Institute of Medicine’s 2000 report To Err Is Human: Building a Safer Health System. The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).

    Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine’s goal of improving safety and quality.

    Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.

    This assessment provides an opportunity for you to make recommendations for expanding a hospital’s HIT in ways that will help the hospital qualify as an ACO.

    Reference

    Institute of Medicine. (2000). To err is human: Building a safer health system. National Academies Press.

    Preparation

    In this assessment, you will again assume the role of case manager at Sacred Heart Hospital. This time, you are asked to develop a strategy for tracking quality metrics to help facilitate the hospital’s qualification for ACO status.

    Before drafting your proposal, complete the following simulation exercise:

    Note: Remember that you can submit all or a portion of your draft to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

    Requirements

    Develop a proposal to expand Sacred Heart Hospital’s HIT to better include quality metrics—with the ultimate goal of qualifying for ACO status. Use the following template for your proposal:

    Writing the Proposal

    The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your proposal addresses each point, at a minimum. You may also want to read the Quality Improvement Proposal Scoring Guide to better understand how each criterion will be assessed.

    • Recommend ways to expand the hospital’s HIT to include quality metrics.
      • How will you collect information and solve the problem of coordinating care for patients who are not getting diagnostic tests, such as mammograms or colonoscopies?
      • What can you do to track health information from the community or the target population to make necessary improvements?
      • How can you most effectively and efficiently show the role of informatics in nursing care coordination?
      • What evidence supports your recommendations?
    • Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
      • Provide examples to support your description.
    • Identify potential problems that can arise with data gathering systems and output.
      • What suggestions can you make for avoiding those problems?
    • Write clearly and concisely, using correct grammar and mechanics.
      • Express your main points and conclusions coherently.
      • Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your proposal.
    • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
      • Is your supporting evidence clear and explicit?
      • How or why does particular evidence support a claim?
      • Will your audience see the connection?

    Additional Requirements

    Proposal Format and Length

    Format your proposal using APA style:

    • Use the APA Style Paper Template [DOCX] provided. Be sure to include:
      • A title page and references page. An abstract is not required.
      • A running head on all pages.
      • Appropriate section headings.
    • See also the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your proposal.
    • Your proposal should be 5–7 pages in length, not including the title page and references page.
    Supporting Evidence
    • Cite at least six sources of credible scholarly or professional evidence to support your proposal.
    • Apply APA formatting to all in-text citations and references.

    Portfolio Prompt: You may choose to save your proposal to your ePortfolio.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 2: Explain the relationship between care coordination and evidence-based data.
      • Recommend ways to expand an organization’s HIT to include quality metrics.
      • Identify potential problems that can arise with data gathering systems and outputs.
    • Competency 3: Use health information technology to guide care coordination and organizational practice.
      • Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
    • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
      • Write clearly and concisely, using correct grammar and mechanics.
      • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

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    Nursing Question

    Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length, and record a video of your presentation.

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    Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.

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    This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.

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    Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

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    Demonstration of Proficiency

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    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

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    • Competency 2: Collaborate with patients and family to achieve desired outcomes.

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      • Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
    • Competency 3: Create a satisfying patient experience.

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      • Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
    • Competency 4: Defend decisions based on the code of ethics for nursing.

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      • Explain the rationale for coordinated care plans based on ethical decision making.
    • Competency 5: Explain how health care policies affect patient-centered care.

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      • Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
    • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.

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    • Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.

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    Preparation

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    Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.

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    To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.

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    You may also wish to:

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    • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
    • Allow plenty of time to rehearse your presentation.

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    Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

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    Recording Equipment Setup and Testing

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    Check that your recording equipment and software are working properly and that you know how to record and upload your presentation. You may use Kaltura (recommended) or similar software for your audio recording. A reference page is required. However, no PowerPoint presentation is required for this assessment.

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    • If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.

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    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.

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    Instructions

    undefined

    Complete the following:

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    • Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.

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    Note: You are not required to deliver your presentation.

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    Presentation Format and Length

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    Create a detailed narrative script for your video presentation, approximately 4–5 pages in length. Include a reference list at the end of the script.

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    Supporting Evidence

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    Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.

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    Grading Requirements

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    The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

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    • Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

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      • Provide, for example, drug-specific educational interventions, cultural competence strategies.
      • Include evidence that you have to support your selected strategies.
    • Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
    • Explain the rationale for coordinated care plans based on ethical decision making.

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      • Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
    • Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.

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      • What are the logical implications and consequences of relevant policy provisions?
      • What evidence do you have to support your conclusions?
    • Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.

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    • Fine tune the presentation to your audience.
    • Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
    • Adhere to presentation best practices.

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    Additional Requirements

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    Submit both your presentation video and script. The script should include a reference page. See Using Kaltura for more information about uploading multimedia files. You may submit the assessment only once, so be sure that both assessment deliverables are included.


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    Nursing Question

    • Develop a hypothetical health promotion plan, 3-5 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.
      • Bullying.
      • Teen Pregnancy.
      • LGBTQIA + Health.
      • Sudden Infant Death (SID).
      • Immunization.
      • Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.

      Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.

      References

      Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.htmlU.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

      Demonstration of Proficiency

      By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

      • Competency 1: Analyze health risks and health care needs among distinct populations.
        • Analyze a community health concern that is the focus of a health promotion plan.
      • Competency 2: Propose health promotion strategies to improve the health of populations.
        • Explain why a health concern is important for health promotion within a specific population.
        • Establish agreed-upon health goals in collaboration with participants.
      • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
        • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
        • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

      Your Online ePortfolio

      Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

      Using ePortfolio to Build Your Career

      As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews. To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future. Next, create your story or talking points to tell your professional story.

      Privacy Statement

      Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

      Preparation

      The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern or health need. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).To prepare for the assessment, consider a various health concern or health need that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues or need from the list provided in the instructions.In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.Please choose one of the topics below:

      • Bullying.
      • Teen Pregnancy.
      • LGBTQIA + Health.
      • Sudden Infant Death (SID).
      • Immunizations.
      • Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).

      In addition, you are encouraged to:

      Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 2448 hours for receiving feedback.

      Instructions

      Health Promotion Plan
      • Choose a specific health concern or health need as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.
        • Bullying.
        • Teen Pregnancy.
        • LGBTQIA + Health.
        • Sudden Infant Death (SID).
        • Immunizations.
        • Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
      • Create a scenario as if this project was being completed face-to-face.
      • Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).
      • Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.
      • Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.
      • Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
      • Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).
      • Identify the individual or group’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.
      • Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.
      Document Format and Length

      Your health promotion plan should be 34 pages in length.

      Supporting Evidence

      Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.

      Graded Requirements

      The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

      • Analyze the health concern that is the focus of your health promotion plan.
        • Consider underlying assumptions and points of uncertainty in your analysis.
      • Explain why a health concern is important for health promotion within a specific population.
        • Examine current population health data.
        • Consider the factors that contribute to health, health disparities, and access to services.
      • Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
      • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
      • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
        • Write with a specific purpose and audience in mind.
        • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

      Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

    • SCORING GUIDE

      Health Promotion Plan Scoring Guide

      CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
      Analyze a community health concern or need that is the focus of a health promotion plan. Does not identify a community health concern or need that is the focus of a health promotion plan. Identifies a community health concern or need that is the focus of a health promotion plan. Analyzes a community health concern or need that is the focus of a health promotion plan. Provides an in-depth analysis of a community health concern or need that is the focus of the health promotion plan, and articulates underlying assumptions and points of uncertainty in the analysis.
      Explain why a health concern or need is important for health promotion within a specific population. Does not describe a health concern or need that is important for health promotion within a specific population. Describes a health concern or need that is important for health promotion within a specific population. Explains why a health concern or need is important for health promotion within a specific population. Conclusions are not supported by relevant or current health data. Explains why a health concern or need is important for health promotion within a specific population. Conclusions are well supported by current and relevant population health and demographic data and based on a perceptive analysis of the factors that contribute to health, health disparities, and access to services.
      Establish agreed-upon health goals in collaboration with hypothetical participants. Does not establish agreed-upon health goals in collaboration with hypothetical participants. Establishes health goals without hypothetical participant collaboration. Establishes agreed-upon health goals in collaboration with hypothetical participants. Establishes agreed-upon health goals in collaboration with hypothetical participants. Goals are realistic, measurable, and attainable.
      Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transitions. Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
      Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly. Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing. Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

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    Nursing Question

    Please read through every part, take your time, and answer each section.. If you have questions, please ask me. This must tie into all of the last three assignments for Transplant Tourism. It must all make sense together, so here we go please don’t skim through the details, read through EACH SECTION. I will put the rubric again so you can see what I’m being graded on. Take your time, you have until Monday. Thats 5 days.

    In this week’s assignment, you will work through the planning and implementation stages of the project. This will require you to determine goals, resources needed, and to select an evidence-based practice (EBP) model.

    Start with the solution that you determined would be most effective in resolving the stated problem and define the intended outcomes of implementing the change (i.e., what is your improvement goal?). In order for quality to improve, a change must occur. That change must be quantifiable, in other words, it must be measurable.

    Create an implementation plan in which you:

    • Explain how you will measure the change and how you will know when you have reached your improvement goal.
    • Create a list of outcomes required to reach your outcomes goal. This will allow you to determine the actions needed and the priority of tasks that will result in the desired outcome.
    • Determine who will be responsible for each outcome (typically each is assigned to a team member who is motivated in seeing the successful implementation of the plan).
    • Determine the actions needed to take place for each outcome to occur. Questions to consider when determining what action needs to take place:
    • Who do we need to talk to?
    • Departments
    • Stakeholders
    • What needs to be decided?
    • What resources are needed?
    • Budget
    • Personnel
    • Supplies and equipment
    • What milestones need to be set to know we’re on track?
    • When do we need to check on the progress of those milestones?
    • Overall timeframe for the project
    • What potential setbacks do we need to plan for?
    • Risk management plan
    • Do any tasks need to be done before taking this action?
    • Establish budget, roles, and responsibilities (who will be responsible for what).
    • Determine how you will monitor progress, which provides you the means of tracking actions as they are completed and will make you aware of actions that are late or off track.
    • Select an established EBP model to guide the implementation of the plan, and discuss why it is appropriate for your project.

    Remember that without a measure, progress becomes a matter of opinion and opinions can easily change over the course of an implementation timeline.**

    • Create an evaluation plan. Your evaluation plan will define the standard of measurement for progress and will include:
    • Measurable outcomes (both short-term and long-term – formative assessments and summative assessments)
    • Data to be collected and how and when it is to be collected
    • Established evaluation points where data can be evaluated and adjustments made to the implementation plan as a result.

    You must cite a minimum of two scholarly reference sources to support your responses.

    Format your assignment as one of the following:

    • Minimum 1,050-word paper; your paper must be organized using APA Level I headings for the assignment requirements noted above.

    Rubric, what we will be grading on:

    • Defines an improvement goal and explains how it will be measured. 18%

    • Implementation Plan Part 1 – Outcomes, Roles, Timeline, Milestones 18%

      18% of total grade

    • Implementation Plan Part 2 – Budget and Resources

      18% of total grade

    • Selects an EBP model to guide the implementation and provides rationale to explain why it is appropriate to the project.

      18% of total grade

    • Develops an evaluation plan that includes how data will be monitored and collected, the short-term and long-term goals – the standards for evaluating each, and the points of evaluation.

      18% of total grade


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    Nursing Question

    • In a 5-7 page written assessment, assess the effect of the patient, family, or population problem you’ve previously defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Report on your experiences during your first two practicum hours.

      Introduction

      Organizational data, such as readmission rates, hospital-acquired infections, falls, medication errors, staff satisfaction, serious safety events, and patient experience can be used to prioritize time, resources, and finances. Health care organizations and government agencies use benchmark data to compare the quality of organizational services and report the status of patient safety. Professional nurses are key to comprehensive data collection, reporting, and monitoring of metrics to improve quality and patient safety.

      Preparation

      In this assessment, you’ll assess the effect of the health problem you’ve defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.To prepare for the assessment:

      • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
      • Conduct research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.
      • Review the Practicum Focus Sheet: Assessment 2 [PDF], which provides guidance for conducting this portion of your practicum.

      Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

      Instructions

      Complete this assessment in two parts.

      Part 1

      Assess the effect of the patient, family, or population problem you defined in the previous assessment on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Use the Practicum Focus Sheet: Assessment 2 [PDF] provided for this assessment to guide your work and interpersonal interactions.

      Part 2

      Report on your experiences during your first 2 practicum hours, including how you presented your ideas about the health problem to the patient, family, or group.

      • Whom did you meet with?
        • What did you learn from them?
      • Comment on the evidence-based practice (EBP) documents or websites you reviewed.
        • What did you learn from that review?
      • Share the process and experience of exploring the influence of leadership, collaboration, communication, change management, and policy on the problem.
        • What barriers, if any, did you encounter when presenting the problem to the patient, family, or group?
          • Did the patient, family, or group agree with you about the presence of the problem and its significance and relevance?
          • What leadership, communication, collaboration, or change management skills did you employ during your interactions to overcome these barriers or change the patient’s, family’s, or group’s thinking about the problem (for example, creating a sense of urgency based on data or policy requirements)?
        • What changes, if any, did you make to your definition of the problem, based on your discussions?
        • What might you have done differently?

      CORE ELMS

      Update the total number of hours on the NURS-FPX4900 Volunteer Experience Form in CORE ELMS.

      Requirements

      The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

      • Explain how the patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.
        • Cite evidence that supports the stated impact.
        • Note whether the supporting evidence is consistent with what you see in your nursing practice.
      • Explain how state board nursing practice standards and/or organizational or governmental policies can affect the problem’s impact on the quality of care, patient safety, and costs to the system and individual.
        • Describe research that has tested the effectiveness of these standards and/or policies in addressing care quality, patient safety, and costs to the system and individual.
        • Explain how these standards and/or policies will guide your actions in addressing care quality, patient safety, and costs to the system and individual.
        • Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of care quality, patient safety, and cost to the system and individual.
      • Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
        • Discuss research on the effectiveness of these strategies in addressing care quality, patient safety, and costs to the system and individual.
        • Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
        • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
      • Use paraphrasing and summarization to represent ideas from external sources.
      • Apply APA style and formatting to scholarly writing.
      Additional Requirements
      • Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
        • A title page and reference page. An abstract is not required.
        • Appropriate section headings.
      • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
      • Supporting evidence: Cite at least 5 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
      • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

      Competencies Measured

      By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

        • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
          • Explain how a patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.
          • Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
        • Competency 5: Analyze the impact of health policy on quality and cost of care.
          • Explain how state board nursing practice standards and/or organizational or governmental policies can affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual.
        • Competency 8: Integrate professional standards and values into practice.
          • Use paraphrasing and summarization to represent ideas from external sources.
          • Apply APA style and formatting to scholarly writing.

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      Nursing Question

      Literature Review & Evidence Matrix Assignment


      For this assignment, you will prepare a 3 page review of the literature pertinent to a selected problem for healthcare research and to use that review to propose a methodology to address the problem.

      1. Conduct a search of literature relevant to the problem/topic. Identify a minimum of 4 references, most of which are randomized clinical trials. Only one opinion articles may be included.
      2. Read the peer- reviewed articles with the focus of preparing a document that will compare and contrast the information in the articles you found. Copies of the articles used must be submitted with the final paper.
      3. The reader of your literature review should be able to clearly identify the gaps in the knowledge in the problem area as well as the purpose of the study you are proposing. The number of pages in this assignment should be no longer than 4 pages. You should be able to write enough to create an effective argument but not so much that the result looks padded.
      4. Prepare an Evidence Matrix using the template located in Module 2: Lecture Materials & Resources.
        The Evidence Matrix can help you organize your research before writing your literature review. Use it to identify patterns and cohesions in the articles you have found similar methodologies? common theoretical frameworks? It helps you make sure that all your major concepts covered. It also helps you see how your research fits into the context of the overall topic.
        A literature review provides a summary of previous research on a topic that appraises, categorizes, and compares what has been previously published on a specific topic. It lets the author to synthesize and place into context the research and scholarly literature relevant to the topic. It helps to plan the different methods to a given question and reveals patterns. It forms the foundation for the author’s subsequent research and defends the significance of the new investigation.
        • The introduction should define the topic and set the stage for the literature review. It will include the author’s perspective or point of view on the topic, how they have defined the scope of the topic (including what’s not included), and how the review will be organized. It can point out overall trends, conflicts in methodology or conclusions, and gaps in the research.
        • In the body of the review, the author should organize the research into major topics and subtopics. These groupings may be by subject, type of research such as case studies, methodology such as qualitative, genre, chronology, or other common characteristics. Within these groups, the author can then discuss the evidences of each article and examine and compare the importance of each article to similar ones.
        • The conclusion will summarize the main findings of the review of literature supports or not the research to follow and may give direction for further research.
        • The list of references will include full citations for all the items mentioned in the literature review.

      Submission Instructions:

      • The introduction is original work and logically organized.
      • The paper is 3 pages in length and follows current APA format including citation of references.
      • Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
      • Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).
      • Grading Rubric

        Your assignment will be graded according to the grading rubric.

        Essay/Paper Rubric
        Criteria Ratings Points
        Identification of Main Issues/Problems Distinguished – 4 points
        Identify and demonstrate a sophisticated understanding of the issues/problems.
        Excellent – 3 points
        Identifies and demonstrate an accomplished understanding of most of issues/problems.
        Fair – 2 points
        Identifies and demonstrate an acceptable understanding of most of issues/problems.
        Poor – 1 point
        Identifies and demonstrate an unacceptable understanding of most of issues/problems.
        4 points
        Analysis and Evaluation of Issues/Problems Distinguished – 4 points
        Presents an insightful, thorough analysis and evaluation of issues/problems.
        Excellent – 3 points
        Presents a thorough analysis and evaluation of most of the issues/problems.
        Fair – 2 points
        Presents a superficial or incomplete analysis and evaluation of issues/problems.
        Poor – 1 point
        Presents unacceptable analysis and evaluation of issues/problems.
        4 points
        Demonstrates a Conceptual Understanding Distinguished – 4 points
        Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.
        Excellent – 3 points
        Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.
        Fair – 2 points
        Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.
        Poor – 1 point
        Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.
        4 points
        Use of Citations to Course Readings and Additional Research/Literature Distinguished – 4 points
        Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.
        Excellent – 3 points
        Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.
        Fair – 2 points
        Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.
        Poor – 1 point
        Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing.
        4 points
        Writing Mechanics and APA Formatting Guidelines Distinguished – 4 points
        Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.
        Excellent – 3 points
        Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.
        Fair – 2 points
        Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.
        Poor – 1 point
        Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.
        4 points

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      Nursing Question

      • Write a 6-8 page analysis of two nursing research articles. One article must be quantitative in nature. One article must be qualitative in nature.

        Introduction

        The master’s-prepared nurse must become a critical consumer of research, as contemporary and emerging research helps to shape the present and future of the profession’s practice. Additionally, as evidence-based practice is becoming foundational for decision-making and practice strategies, it is important that nurses understand how to analyze research sources and mine them for the most relevant and significant pieces of information for their circumstances and practice environments.

        Qualitative Research

        Qualitative research uses the scientific method to answer clearly articulated research questions from a subjective perspective. EBP is based on research outcomes that may not include qualitative studies, which may be more appropriate for developing theory and testing hypotheses. Generally, EBP reviews use carefully defined criteria to evaluate the quality of a study and research outcomes. While EBP reviews may be informed or enhanced by qualitative research, they are not based solely on qualitative research outcomes, because of a lack of generally accepted criteria for judging the merit of qualitative studies.The epistemology of qualitative research incorporates the following views, which are particularly applicable to nursing practice. These views acknowledge (Grove et al., 2015):

        • That reality or ways in which we define what we know are socially constructed, containing many points of views and perspectives.
        • That what we know is linked intrinsically to who we are.
        • That how we approach research is defined by what we value.
        • That all knowledge is bound by time and context.

        Because the approach to qualitative research is subjective, the research design and approaches are unique and to some, controversial. The extent to which qualitative studies are credible is the degree of rigor that the study has in relationship to data collection and thoroughness of analysis (Grove et al., 2015). There are four commonly accepted approaches used in nursing research—phenomenology, grounded theory, ethnography, and historical. Qualitative research methodologies include coded observations, interview, surveys, focus groups, and questionnaires. Data analysis occurs in three stages—description, analysis, and interpretation. It is presented in narrative or visual format with a focus on the identification of key themes or trends in the data.

        Quantitative Research

        Quantitative research is a formal and objective process for generating new knowledge about a research topic, sometimes used to test hypotheses. Qualitative research is more subjective and is used to generate theories or develop hypotheses that can be tested quantitatively.The four types of quantitative research are:

        • Descriptive.
        • Correlational.
        • Quasi-experimental.
        • Experimental.

        Each of these approaches to research has applications in the health care industry. The differences among these approaches to research are based on the stated objective of the research and the level of measurement used to gather data for analysis. Research design will vary, but each type includes the same steps of the research process defined for qualitative research (Grove et al., 2015):

        • Identify the research problem and research purpose.
        • Conduct a literature review to determine the evidence base for the problem.
        • Identify the study framework or theoretical foundation (for example, Orem, Pender, Watson, et cetera).
        • Identify the research objective and state research questions and hypothesis.
        • Clarify the study variables and level of measurement.
        • State any assumptions that the researcher may make that could impact data analysis (for example, assumptions regarding sampling strategies, population characteristics, et cetera).
        • State the limitations to research (for example, sampling limitations, data collection challenges, et cetera).
        • Identify the research design.
          • Descriptive.
          • Correlational.
          • Quasi-experimental.
          • Experimental.
        • Define the population and sample, including sampling strategies.
        • Describe the methods of measurement.
        • Collect data.
        • Analyze data.
        • Describe the outcomes and recommendations.

        The master’s-prepared nurse must become a critical consumer of research, as contemporary and emerging research helps to shape the present and future of the profession’s practice. Additionally, as evidence-based practice is becoming foundational for decision-making and practice strategies, it is important that nurses understand how to analyze research sources and mine them for the most relevant and significant pieces of information for their circumstances and practice environments.

        Reference

        Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (6th ed.). Elsevier/Saunders.

        Preparation

        As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

        • What are the key characteristics of quantitative research?
        • How can you identify a research study that is using quantitative methodology?
        • Which topics, issues, or areas of quantitative research are the most relevant to your current or future practice?
        • What are the key characteristics of qualitative research?
        • How can you identify a research study that is using qualitative methodology?
        • Which topics, issues, or areas of qualitative research are the most relevant to your current or future practice?
        • What are strategies that you could use to help break down a research study?
        • How can you identify and address ethical implications within a research study?

        Scenario

        Some of the most significant current information on patient care in nursing comes from scholarly, peer-reviewed journals and articles. Within this category of information sources, we can further categorize the studies into qualitative and quantitative sources, each with their own set of methods and standards. Within each of these categories, nurses must be able to differentiate between sources of published data that are used to develop evidenced-based practices (EBP).

        Instructions

        Part 1

        For the first part of this assessment, choose a topic, an issue, or a phenomenon that informs nursing practice and that has been researched quantitatively. Select a nursing quantitative research article, published in a peer-reviewed journal within the past five years on your chosen topic, issue, or phenomenon.After selecting the article, complete the following (Note: The main bullet points below correspond to the assessment grading criteria, while the sub-bullets may help guide you to ensure that you are fully addressing the criteria):

        • Analyze the strengths and weaknesses of a quantitative research study.
          • Summarize the quantitative research study.
          • Describe the problem, purpose, and hypothesis of the study.
          • Identify and describe the quantitative study methodology (experimental, quasi-experimental, non-experimental, descriptive, or clinical trial).
          • Describe the data collection, data analysis, and reporting procedures.
          • Critique the entire study.
        • Analyze the ethical implications of a quantitative research study when applied to the patient care setting.
          • Why are ethical standards important in research when applied to patient care in a health care setting?
          • To what extent do any ethical considerations impact human subjects?
        • Analyze the significance of a research problem in a quantitative research study.
          • How is the research problem significant to nursing practice?
          • How could study of the research problem lead to improvements in health care?
        • Evaluate a quantitative research study as an appropriate source of information for informing patient care decision making.
          • How does the study provide information related to patient care?
          • To what extent is the information in the study valid, reliable, and aligns with best practices?
        Part 2

        For the second part of this assessment, choose a topic, an issue, or a phenomenon that informs nursing practice and that has been researched qualitatively. Select a nursing qualitative research article published in a peer-reviewed journal within the past five years on your chosen topic, issue, or phenomenon. Please view the Qualitative Versus Quantitative Analysis article to help you find an appropriate qualitative research article.After selecting the article, complete the following (Note: The main bullet points below correspond to the assessment grading criteria, while the sub-bullets may help guide you to ensure that you are fully addressing the criteria):

        • Analyze the strengths and weaknesses of a qualitative research study.
          • Summarize the qualitative research study, including the problem, purpose, and hypothesis of the study.
          • Identify and describe the qualitative study methodology (ethnography, phenomenology, grounded theory, or case study).
          • Describe the data collection, data analysis, and reporting procedures.
          • Critique the entire study.
        • Analyze the ethical implications of a qualitative research study when applied to the patient care setting.
          • Why are ethical standards important in research when applied to patient care in a health care setting?
          • To what extent do any ethical considerations impact human subjects?
        • Analyze the significance of a research problem in a qualitative research study.
          • How is the research problem significant to nursing practice?
          • How could study of the research problem lead to improvements in health care?
        • Evaluate a qualitative research study as an appropriate source of information for informing patient care decision making.
          • How does the study provide information related to patient care?
          • To what extent is the information in the study valid, reliable, and aligns with best practices
          • Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
            • Competency 1: Analyze how research can be used to improve nursing practice.
              • Analyze the strengths and weaknesses of a quantitative research study.
              • Analyze the significance of a research problem in a quantitative research study.
              • Evaluate a quantitative research study as an appropriate source of information for informing patient care decision making.
              • Analyze the strengths and weaknesses of a qualitative research study.
              • Analyze the significance of a research problem in a qualitative research study.
              • Evaluate a qualitative research study as an appropriate source of information for informing patient care decision making.
            • Competency 4: Explain how ethical protections can be implemented in research and evidence-based nursing practice.
              • Analyze the ethical implications of a quantitative research study when applied to the patient care setting.
              • Analyze the ethical implications of a qualitative research study when applied to the patient care setting.
            • Competency 5: Communicate effectively across disciplines, demonstrating respect for self and others.
              • Write clearly and concisely, with correct use of spelling, grammar, punctuation, and mechanics.
              • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using current APA style.

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      Nursing Question

      Directions

      • Please review the infographic as way to guide you in getting started with your assignment: Developing an Assignment with Integrity (Links to an external site.)
      • View a short tutorial with tips for completing this assignment: iCARE Paper Tutorial (Links to an external site.)
      • Getting Started: Interprofessional teams are part of practice trends we see developing in all aspects of care delivery. Consider you own work environment (or recent clinical setting).
        • For this assignment, consider the concept of interprofessional teamwork and patient outcomes.
        • Look to your current workplace as an example. (If you are not currently employed, look to a past workplace or clinical practice area.)
        • Apply the components of the iCARE concept to interprofessional teams in a short paper. (Body of the paper to be 3 pages, excluding the title page and references page)
        • iCARE components are:
          • C ompassion
          • A dvocacy
          • R esilience
          • E vidence-Based Practice (EBP)
        • How could you contribute to an interprofessional team and patient outcomes through nursing actions of: compassion, advocacy, resilience, and evidence-based practice?
      • Select one scholarly nursing article from CINAHL as a resource for your paper.
        • Additional scholarly sources can be used but are optional.
        • When searching in the CINAHL database, please limit your search word to one component of the paper you wish to emphasize, such as ‘Resilience’. Searching for the term iCARE will not produce the results you need.
      • Elements of iCARE paper
        • Title page
        • Below are the headings to be used for this assignment.
          • Introduction: (No heading needed here in APA) Explain the type of work setting you are discussing and whether interprofessional teams are currently present. If interprofessional teams are present, indicate a team function that could be improved. If interprofessional teams are NOT present, indicate what type of team you think might be possible in the setting.
          • Describe a nursing action item for each component below that could contribute to: interprofessional team support; how this might impact the culture of your unit or organization; and possible impact on patient outcomes.
            • Compassion
            • Advocacy
            • Resilience
            • Evidence-Based Practice
          • Summary: Include a summary statement of how iCARE components can support interprofessional teams and patient outcomes. Address how you may be able to influence this process of support for interprofessional teams overall in your unit or organization.
          • References: List any references used in APA format.

      Templates

      The prepared paper template is RECOMMENDED for this assignment.

      iCare Assignment Template (Links to an external site.) – APA 7th edition

      Only the APA 7th edition is to be used in this assignment.

      Best Practices  

      • Please use your browser’s File setting to save or print this page.
      • The template provided is recommended.
      • Spell check for spelling and grammar errors prior to final submission. 
      • Use the rubric as a final check prior to submission to ensure all content is clearly addressed. 

      Scholarly Sources and Citations 

      • Use APA format for citations and references.
      • Please paraphrase throughout. One short quote is permitted.

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      Nursing Question

      Prepare an 8-10 page data analysis and quality improvement initiative proposal based on a health issue of interest. Include internal and external benchmark data, evidence-based recommendations to improve health care quality and safety, and communication strategies to gain buy-in from all interprofessional team members responsible for implementing the initiative.

      Health care providers are perpetually striving to improve care quality and patient safety. To accomplish enhanced care, outcomes need to be measured. Next, data measures must be validated. Measurement and validation of information support performance improvement. Health care providers must focus attention on evidence-based best practices to improve patient outcomes.

      Health informatics, along with new and improved technologies and procedures, are at the core of all quality improvement initiatives. Data analysis begins with provider documentation, researched process improvement models, and recognized quality benchmarks. All of these items work together to improve patient outcomes. Professional nurses must be able to interpret and communicate dashboard information that displays critical care metrics and outcomes along with data collected from the care delivery process.

      For this assessment, use your current role or assume a role you hope to have. You will develop a quality improvement (QI) initiative proposal based on a health issue of professional interest. To create this proposal, analyze a health care facility’s dashboard metrics and external benchmark data. Include evidence-based recommendations to improve health care quality and safety relating to your selected issue. Successful QI initiatives depend on the support of nursing staff and other members of the interprofessional team. As a result, a key aspect of your proposal will be the communication strategies you plan to use to get buy-in from these team members.

      • Cite a minimum of 5 current scholarly and/or authoritative sources to support your QI initiative proposal. Current means no older than 5 years unless a seminal work.
      • APA format
      • use scoring guide please
      • USE OPTION 2 PLEASE

      DEMONSTRATION OF PROFICIENCY

      By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

      • Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.
        • Determine whether any adverse event or near-miss data needs to be factored in to outcomes and recommendations.
      • Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
        • Develop a QI initiative proposal based on a selected health issue and supporting data analysis.
      • Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
        • Analyze data to identify a health care issue or area of concern.
      • Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost-effectiveness, and work-life quality.
        • Communicate QI initiative proposal based on input of the interdisciplinary team to improve patient safety and quality outcomes and work-life quality.
      • Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
        • Determine communication strategies to promote quality improvement of interprofessional care.
        • Communicate QI initiative proposal in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
        • Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

      PREPARATION

      OPTION 2 PLEASE

      To develop the QI initiative proposal required for this assessment, you must analyze a health care facility’s dashboard metrics. Choose Option 1 or 2 according to your ability to access dashboard metrics for a QI initiative proposal.

      Option 1

      If you have access to dashboard metrics related to a QI initiative proposal of interest to you, complete the following:

      • Analyze data from the health care facility to identify a health care issue or area of concern. You will need access to reports and data related to care quality and patient safety. For example, in a hospital setting, you would contact the quality management department to obtain the needed data. It is your responsibility to determine the appropriate resource to provide the necessary data in your chosen health care setting. If you need help determining how to obtain the needed information, consult your faculty member for guidance.
      • Include in your proposal basic information about the health care setting, size, and specific type of care delivery related to the identified topic. Please abide by Health Insurance Portability and Accountability Act (HIPAA) compliance standards.
      Option 2

      If you do not have access to a dashboard or metrics related to a QI initiative proposal:

      • Use the hospital data set provided in Vila Health: Data Analysis. You will analyze data to identify a health care issue or area of concern.
      • Include in your proposal basic information about the health care setting, size, and specific type of care delivery related to the identified topic.

      INSTRUCTIONS

      Use your current role or assume a role you would like to have. Choose a quality improvement initiative of professional interest to you. Your current organization is probably working on quality improvement initiatives that can be evaluated, so consider starting there.

      To develop your proposal you will:

      • Gather internal and external benchmark data on the subject of your quality improvement initiative proposal.
      • Analyze data you have collected.
      • Make evidence-based recommendations about how to improve health care quality and safety relating to your chosen issue.

      Remember, your initiative’s success depends on the interprofessional team’s commitment to the QI initiative. Think carefully about these stakeholders and how you plan to include them in the process, as they will help you develop and implement ideas and sustain outcomes. Also, remember how important external stakeholders, such as patients and other health care delivery organizations, are to the process. As you are preparing this assessment, consider carefully the communication strategies you will employ to include the perspectives of all internal and external stakeholders in your proposal.

      The following numbered points correspond to grading criteria in the scoring guide. The bullets below each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your proposal addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels related to each grading criterion.

      1. Analyze data to identify a health care issue or area of concern.
        • Identify the type of data you are analyzing from your institution or from the Vila Health activity.
        • Explain why data matters. What does data show related to outcomes?
        • Analyze the dashboard metrics. What else could the organization measure to enhance knowledge?
        • Present dashboard metrics related to the selected issue that are critical to evaluating outcomes.
        • Assess the institutional ability to sustain processes or outcomes.
        • Evaluate data quality and its implications for outcomes.​
      2. Determine whether any adverse event or near-miss data needs to be factored in to outcomes and recommendations.
        • Examine the nursing process for variations or performance failures that could lead to an adverse event or near miss.
        • Identify trends, measures, and information needed to critically analyze specific outcomes.
        • Specify desired outcomes related to prevention of adverse events and near misses.
        • Analyze which metrics indicate future quality improvement opportunities.
      3. Develop a QI initiative proposal based on a selected health issue and supporting data analysis.
        • Determine benchmarks aligned to existing QI initiatives set by local, state, or federal health care policies or laws.
        • Identify any internal existing QI initiatives in your practice setting or organization related to the selected issue. Explain why they are insufficient.
        • Evaluate external national or international QI initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and nongovernmental bodies on quality improvement.
        • Define target areas for improvement and the processes to be modified to improve outcomes.
        • Propose evidence-based strategies to improve quality.
        • Analyze challenges that meeting prescribed benchmarks can pose for a health care organization and the interprofessional team.
      4. Communicate QI initiative proposal based on interdisciplinary team input to improve patient safety and quality outcomes and work-life quality.
        • Define interprofessional roles and responsibilities relating to data and the QI initiative.
        • Explain how to ensure all relevant interprofessional roles are fully engaged in this effort.
        • Identify how outcomes will be measured and data used to inform interprofessional team performance related to specific tasks.
        • Reflect on the impact of the proposed initiative on work-life quality of the interprofessional team.
        • Describe how the initiative enhances work-life quality due to improved strategies supporting efficiency.
      5. Determine communication strategies to promote quality improvement of interprofessional care.
        • Identify interprofessional communication strategies that will help to promote and ensure the success of the QI initiative.
        • Identify communication models, such as SBAR and CUS, to include in your proposal.
          • SBAR stands for Situation, Background, Assessment, Recommendation.
          • CUS stands for “I am Concerned about my resident’s condition; I am Uncomfortable with my resident’s condition; I believe the Safety of the resident is at risk.”
        • Consult this resource for additional information about these fundamental evidence-based tools to improve interprofessional team communication for patient handoffs:
      6. Communicate QI initiative proposal in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling.
      7. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

      Example Assessment: Refer to QI Initiative Proposal Exemplar [PDF] for an idea of what an assessment given a proficient or higher rating on the scoring guide would look like.

      ADDITIONAL REQUIREMENTS

      • Submission length: 8–10 typed, double-spaced pages of content plus title and reference pages.
      • Font: Times New Roman, 12 points.
      • Number of references: Cite a minimum of 5 current scholarly and/or authoritative sources to support your QI initiative proposal. Current means no older than 5 years unless a seminal work.
      • APA formatting: Citations and references need to adhere to APA style and formatting guidelines. Consult these resources for an APA refresher:

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      Nursing Question

      • Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention.Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.

        Introduction

        In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.

        Preparation

        In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:

        • Creating an educational brochure.
        • Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
        • Creating a teaching plan for your patient, family, or group.
        • Recommending work process or workflow changes addressing your topic.

        Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.In addition, you may wish to complete the following:

        • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
        • Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.

        Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

        Instructions

        Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.

        Part 1

        Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:

        • Leadership.
        • Collaboration.
        • Communication.
        • Change management.
        • Policy.
        • Quality of care.
        • Patient safety.
        • Costs to the system and individual.
        • Technology.
        • Care coordination.
        • Community resources.
        Part 2

        Submit your proposed intervention to your faculty for review and approval.In a separate written deliverable, write a 5–7 page analysis of your intervention.

        • Summarize the patient, family, or population problem.
        • Explain why you selected this problem as the focus of your project.
        • Explain why the problem is relevant to your professional practice and to the patient, family, or group.

        In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

        • Define the role of leadership and change management in addressing the problem.
          • Explain how leadership and change management strategies influenced the development of your proposed intervention.
          • Explain how nursing ethics informed the development of your proposed intervention.
          • Include a copy of the intervention/solution/professional product.
        • Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
          • Identify the patient, family, or group.
          • Discuss the benefits of gathering their input to improve care associated with the problem.
          • Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
        • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
          • Cite the standards and/or policies that guided your work.
          • Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
        • Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
          • Cite evidence from the literature that supports your conclusions.
          • Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
        • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
          • Cite evidence from the literature that supports your conclusions.
        • Write concisely and directly, using active voice.
        • Apply APA formatting to in-text citations and references.
        Additional Requirements
        • Format: Format the written analysis of your intervention using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
          • A title page and reference page. An abstract is not required.
          • Appropriate section headings.
        • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
        • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
        • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

        Portfolio Prompt: Save your intervention to your ePortfolio. After you complete your program, you may want to consider leveraging your portfolio as part of a job search or other demonstration of your academic and professional competencies.

        Competencies Measured

        By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

        • Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
          • Define the role of leadership and change management in addressing a patient, family, or population health problem.
        • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
          • Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
        • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
          • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.
        • Competency 5: Analyze the impact of health policy on quality and cost of care.
          • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.
        • Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
          • Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.
        • Competency 8: Integrate professional standards and values into practice.
          • Write concisely and directly, using active voice.
          • Apply APA formatting to in-text citations and references.
      • SCORING GUIDE

        Patient, Family, or Population Health Problem Solution Scoring Guide

        CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
        Define the role of leadership and change management in addressing a patient, family, or population health problem and includes a copy of intervention/solution/professional product. Does not describe leadership and change management strategies, and does not include a copy of the intervention/solution/professional product. Attempts to describe leadership and change management strategies, and/or does not include a copy of the intervention/solution/professional product. Defines the role of leadership and change management in addressing a patient, family, or population health problem and includes a copy of the intervention/solution/professional product. Defines the role of leadership and change management in addressing a patient, family, or population health problem. Provides an articulate, cogent explanation of the influence that leadership strategies, change management strategies, and nursing ethics had on the development of an intervention and includes a copy of the intervention/solution/professional product.
        Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. Does not describe communication and collaboration strategies. Attempts to describe communication and collaboration strategies. Proposes strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. Proposes clear, best-practice strategies, well-supported in the literature, for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. Presents a strong case for the benefits of obtaining input from a patient, family, or group.
        Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Does not describe state board nursing practice standards and/or organizational or governmental policies applicable to the development of a proposed intervention. Attempts to explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Explains how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Provides an articulate, cogent explanation of how specific state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Describes credible research on the effectiveness of these standards and/or policies in improving outcomes.
        Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Does not explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Provides an explanation, dependent upon unsubstantiated assumptions, of how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Explains how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Provides an articulate, cogent explanation of how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Conclusions are well-supported by credible evidence. Cites specific, relevant, and available sources of benchmark data.
        Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem. Does not describe technology, care coordination, and community resources that can be applied in addressing a patient, family, or population health problem. Attempts to explain how technology, care coordination, and community resources can be applied in addressing a patient, family, or population health problem. Explains how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem. Provides an articulate, cogent explanation of how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem. Conclusions are well-supported by specific, credible evidence.
        Write concisely and directly, using active voice. Does not write concisely and directly, using active voice. Writes passively, with a tendency toward wordiness. Writes concisely and directly, using active voice. Writes concisely and directly. Conveys precise and unequivocal meaning through clear and consistent use of active voice.
        Apply APA formatting to in-text citations and references. Does not apply APA formatting to in-text citations and references. Applies APA formatting to in-text citations and references incorrectly and/or inconsistently, detracting noticeably from good scholarship. Applies APA formatting to in-text citations and references. Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.


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      Nursing Question

      In a 5-7 page written assessment, determine how health care technology, coordination of care, and community resources can be applied to address the patient, family, or population problem you’ve defined. In addition, plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Report on your experiences during the second 2 hours of your practicum.

      Introduction

      As a baccalaureate-prepared nurse, you’ll be positioned to maximize the use of technology to achieve positive patient outcomes and improve organizational effectiveness. Providing holistic coordination of patient care across the entire health care continuum and leveraging community resource services can lead both to positive patient outcomes and to organizational improvements.

      Preparation

      In this assessment, you’ll determine how health care technology, coordination of care, and community resources can be applied to address the health problem you’ve defined. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.

      To prepare for the assessment:

      • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
      • Conduct sufficient research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.
      • Review the Practicum Focus Sheet: Assessment 3 [PDF], which provides guidance for conducting this portion of your practicum.

      Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

      Instructions

      Complete this assessment in two parts.

      Part 1

      Determine how health care technology, the coordination of care, and the use of community resources can be applied to address the patient, family, or population problem you’ve defined. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Use the Practicum Focus Sheet: Assessment 3 [PDF] provided for this assessment to guide your work and interpersonal interactions.

      Part 2

      Report on your experiences during the second 2 hours of your practicum.

      • Whom did you meet with?
        • What did you learn from them?
      • Comment on the evidence-based practice (EBP) documents or websites you reviewed.
        • What did you learn from that review?
      • Share the process and experience of exploring the effect of the problem on the quality of care, patient safety, and costs to the system and individual.
        • Did your plan to address the problem change, based upon your experiences?
        • What surprised you, or was of particular interest to you, and why?

      Requirements

      The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

      • Analyze the impact of health care technology on the patient, family, or population problem.
        • Cite evidence from the literature that addresses the advantages and disadvantages of specific technologies, including research studies that present opposing views.
        • Determine whether the evidence is consistent with technology use you see in your nursing practice.
        • Identify potential barriers and costs associated with the use of specific technologies and how those technologies are applied within the context of this problem.
      • Explain how care coordination and the utilization of community resources can be used to address the patient, family, or population problem.
        • Cite evidence from the literature that addresses the benefits of care coordination and the utilization of community resources, including research studies that present opposing views.
        • Determine whether the evidence is consistent with how you see care coordination and community resources used in your nursing practice.
        • Identify barriers to the use of care coordination and community resources in the context of this problem.
      • Analyze state board nursing practice standards and/or organizational or governmental policies associated with health care technology, care coordination, and community resources and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
        • Explain how these standards or policies will guide your actions in applying technology, care coordination, and community resources to address care quality, patient safety, and costs to the system and individual.
        • Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of technology, care coordination, and community resources.
        • Explain how nursing ethics will inform your approach to addressing the problem through the use of applied technology, care coordination, and community resources.
        • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
      • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
      • Apply APA style and formatting to scholarly writing.
      Additional Requirements
      • Format: Format your paper using APA style. Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:
        • A title page and reference page. An abstract is not required.
        • A running head on all pages.
        • Appropriate section headings.
      • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
      • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
      • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

      Competencies Measured

      By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

      • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
        • Analyze the impact of health care technology on a patient, family, or population problem.
      • Competency 5: Analyze the impact of health policy on quality and cost of care.
        • Analyze state board nursing practice standards and/or organizational or governmental policies associated with health technology, care coordination, and community resources and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
      • Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
        • Explain how care coordination and the utilization of community resources can be used to address a patient, family, or population problem.
      • Competency 8: Integrate professional standards and values into practice.
        • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
        • Apply APA style and formatting to scholarly writing.

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      Nursing Question

      Role of the Professional Nurse in Health Policy


      Write a paper on the role of the professional nurse in health policy.

      1. Discuss the professional nurse’s role in health policy.
      2. Identify an action plan for nurses to increase involvement.

      Submission Instructions:

      • The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
      • The paper is to be no shorter than 5 pages; nor longer than 7 pages in length, excluding the title, abstract and references page.
      • Your paper should be formatted per APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions).
      • Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to current APA style (the library (Links to an external site.) has a copy of the APA Manual).
      • Complete and submit the assignment by 11:59 PM ET on Sunday.
      • Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.
      • You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

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      Grading Rubric


      Your assignment will be graded according to the grading rubric.

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      Essay/Paper Rubric
      Criteria Ratings Points

      Identification of Main Issues/Problems

      Distinguished – 4 points
      Identify and demonstrate a sophisticated understanding of the issues/problems.

      Excellent – 3 points
      Identifies and demonstrate an accomplished understanding of most of issues/problems.

      Fair – 2 points
      Identifies and demonstrate an acceptable understanding of most of issues/problems.

      Poor – 1 point
      Identifies and demonstrate an unacceptable understanding of most of issues/problems.

      4 points

      Analysis and Evaluation of Issues/Problems

      Distinguished – 4 points
      Presents an insightful, thorough analysis and evaluation of issues/problems.

      Excellent – 3 points
      Presents a thorough analysis and evaluation of most of the issues/problems.

      Fair – 2 points
      Presents a superficial or incomplete analysis and evaluation of issues/problems.

      Poor – 1 point
      Presents unacceptable analysis and evaluation of issues/problems.

      4 points

      Demonstrates a Conceptual Understanding

      Distinguished – 4 points
      Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.

      Excellent – 3 points
      Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.

      Fair – 2 points
      Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.

      Poor – 1 point
      Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.

      4 points

      Use of Citations to Course Readings and Additional Research/Literature

      Distinguished – 4 points
      Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.

      Excellent – 3 points
      Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

      Fair – 2 points
      Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

      Poor – 1 point
      Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing.

      4 points

      Writing Mechanics and APA Formatting Guidelines

      Distinguished – 4 points
      Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.

      Excellent – 3 points
      Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.

      Fair – 2 points
      Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.

      Poor – 1 point
      Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.

      4 points

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      Nursing Question


      1. Competency

        Explain principles of care for clients with oncological disorders.

        Scenario

        Anna is a 45-year-old female that presented to her physician’s office for her annual check-up. Anna has a history of diabetes, obesity, and noncompliance with diet and medications to control her diabetes. She a single mother of three teenagers, and smokes and tans regularly. During the history review, Anna shares with you that she has not been feeling like herself for the past six months, she has been unusually tired and thought that she noticed a bluish mole with an irregular border on her right breast during a self-breast exam around that same time. She stated, “I am very busy with my children; I haven’t had time to get it checked out.” She has recently been experiencing itching and burning in that area as well. Anna has a positive family history of breast cancer; both her mother and grandmother have been treated for skin cancer. Anna has never had a mammogram. During the breast examination, the practitioner palpation elicited bleeding from the lesion. No crusting of the mole was observed. No abnormalities were found on the left breast. Based on the physical findings Anna will undergo a diagnostic biopsy.

        Instructions

        In a 2-page paper, describe the care that Anna would require and address the questions below.

        1. What risk factors does Anna have that could predispose her to the development of cancer?
        2. What signs and symptoms could indicate that Anna has developed cancer?
        3. Based on Anna’s risk factors and presenting problems, identify three care multidimensional nursing strategies that you would use to provide quality care to Anna. Provide rationale to explain why you chose these strategies.
        Resources

        For assistance with citations, refer to the APA Guide.Must use a minimum of three scholarly resources (only .org, .edu, or .gov. Cite with links included for referencing)See rubric for more grading details.
        For assistance with research, refer to the Nursing Research Guide.
        Submit your completed assignment as on attempt (multiple attachments allowed) by following the directions below. Please check the Course Calendar for specific due dates.
        Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:Jstudent_exampleproblem_101504


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      Nursing Question

      Write a 4-5 page evidence-based proposal to support the need for a
      nurse informaticist in an organization who would focus on improving
      health care outcomes.

      undefined

      As you begin to prepare this assessment, you are encouraged to
      complete the Team Perspectives of the Nurse Informaticist activity.
      Completion of this will help you succeed with the assessment as you
      explore the nurse informaticist’s role from the different perspectives
      of the health care team. Completing activities is also a way to
      demonstrate engagement.

      undefined

      Nurses at the baccalaureate level in all practice areas are involved
      in nursing informatics through interaction with information management
      and patient care technologies. Nurses must not only demonstrate
      knowledge of and skills in health information and patient care
      technologies, but also how to use these tools at the bedside and
      organizational levels. Moreover, nurses need to recognize how
      information gathered from various health information sources can impact
      decision making at the national and state regulatory levels.

      undefined

      Demonstration of Proficiency

      undefined

      By successfully completing this assessment, you will demonstrate
      your proficiency in the course competencies through the following
      assessment scoring guide criteria:

      undefined

      • Competency 1: Describe nurses’ and the interdisciplinary team’s
        role in informatics with a focus on electronic health information and
        patient care technology to support decision making.

        • Define nursing informatics and the role of the nurse informaticist.
        • Explain how the nurse collaborates with the interdisciplinary
          team, including technologists, to improve the quality of patient care.
        • Justify the need for a nurse informaticist in a health care organization.
      • Competency 2: Implement evidence-based strategies to effectively manage protected health information.
        • Explain evidence-based strategies that the nurse and
          interdisciplinary team can use to effectively manage patients’ protected
          health information (privacy, security, and confidentiality).
      • Competency 5: Apply professional, scholarly communication to
        facilitate use of health information and patient care technologies.

        • Follow APA style and formatting guidelines for citations and references.
        • Create a clear, well-organized, and professional proposal that
          is generally free from errors in grammar, punctuation, and spelling.

      undefined

      Scenario

      undefined

      For this assessment, assume you are a nurse attending a meeting of
      your state’s nurses association. A nurse informaticist conducted a
      presentation on her role and its impact on positive patient and
      organizational outcomes in her workplace. You realize that your
      organization is undergoing many technological changes. You believe this
      type of role could provide many benefits to your organization.

      undefined

      You decide to pursue proposing a nurse informaticist role in your
      organization. You speak to your chief nursing officer (CNO) and human
      resources (HR) manager, who ask you to prepare a 4–5 page evidence-based
      proposal to support the new role. In this way, they can make an
      informed decision as to whether the addition of such a role could
      justify the return on investment (ROI). They need your proposal before
      an upcoming fiscal meeting.

      undefined

      Preparation

      undefined

      To successfully prepare for this assessment, you will need to complete these preparatory activities:

      undefined

      • Review assessment resources and activities.
        • Conduct independent research on the nursing knowledge and skills
          necessary to interact with health information and patient care
          technology.
        • Focus your research on current resources available through
          peer-reviewed articles, professional websites, government websites,
          professional blogs, wikis, job boards, and so on.
      • Consult the BSN Program Library Research Guide for help in identifying scholarly and authoritative sources.
      • Interview peers in your network who are considered information technology experts.
        • Ask them about how information technology advances are impacting
          patient care at the bedside, at the organizational level, and beyond.

      undefined

      Proposal Format

      undefined

      The chief nursing officer (CNO) and human resources (HR) manager
      have asked you to include the following headings in your proposal and to
      be sure to address the bullets following each heading:

      undefined

      Nursing Informatics and the Nurse Informaticist

      undefined

      • What is nursing informatics?
      • What is the role of the nurse informaticist?

      undefined

      Nurse Informaticists and Other Health Care Organizations

      undefined

      • What is the experience of other health care organizations with nurse informaticists?
      • How do these nurse informaticists interact with the rest of the nursing staff and the interdisciplinary team?

      undefined

      Impact of Full Nurse Engagement in Health Care Technology

      undefined

      • How does fully engaging nurses in health care technology impact:
        • Patient care?
        • Protected health information (security, privacy, and confidentiality)?
        • Workflow?
        • Costs and return on investment?

      undefined

      Opportunities and Challenges

      undefined

      • What are the opportunities and challenges for nurses and the
        interdisciplinary team with the addition of a nurse informaticist role?

        • How can the interdisciplinary team collaborate to improve quality care outcomes through technology?

      undefined

      Summary of Recommendations

      undefined

      • What are 3–4 key takeaways from your proposal about the
        recommended nurse informaticist role that you want the CNO and the HR
        manager to remember?

      undefined

      Additional Requirements

      undefined

      • Written communication: Ensure written communication is free of errors that detract from the overall message.
      • Submission length: 4–5 double-spaced pages, in addition to title and references pages.
      • Font: Times New Roman, 12 point.
      • Citations and References: Cite a minimum of three current scholarly and/or authoritative sources to support your ideas. In addition, cite a minimum of one current professional blog or website to support your central ideas. Current means no more than five years old.
      • APA formatting: Be sure to follow APA formatting and style guidelines for citations and references. For an APA refresher, consult the Evidence and APA page on Campus.

      undefined


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      Nursing Question

      Community Health Assessment Instructions and Grading Rubric

      Community Health Assessment- Community health is a critical dimension in baccalaureate nursing. In this assignment, the student will begin to evaluate the health needs of a community. In order to meet the needs of the members of a community, nurses must first identify barriers to health care and identify priorities of the community. The student will use the textbook Assessment Framework for a community health assessment to explore a geographical community (Chapter 6). For help with writing the questions to ask, see text Chapter 6, Box 6-2: Questions to Guide Community Observations During a Windshield Survey. There are many different sources of data needed to complete a comprehensive community health assessment. The student will explore these data sources during the preparation of their community assessment. The Community Health Assessment PowerPoint (include all the grading criteria on the grading rubric) is compiled, including multiple sources of data, following the completion of the community assessment. This is an individual or team assignment.

      Start by selecting a community.

      Next, complete a Walking or Windshield Survey of the community.

      Next, check the resources folder under content and the NU400 resources in the Mustang Library to do online searches for data about the community.

      You will need multiple (at least 4 sources of data) in your assessment.

      ***The 4 sources of data must be

      1. The walking or windshield tour
      2. Two sources of data from the Library NU400 Data Guide
      3. An interview with a key informant (keep their identity confidential for the assignment)

      Feel free to use pictures and images in the PowerPoint to show the community! Avoid using pictures of children that you have taken. You may use copyright free pictures from government websites (city, county) as government photos on their websites are public domain.

      Mustang Library NU400 Data Guide: http://libguides.smsu.edu/nurs400

      The data guide set up for NU400 at the Mustang Library has a menu at the top that includes databases for many of the items you need for the Community Assessment!

      The Community Health Diagnosis:

      For this assignment, you will identify a priority health need and write a community health diagnosis. This community health diagnosis will also be the priority topic that you use for the Community Health Education Project.

      Write a community health diagnosis using the following format from the Nies and McEwen (2019) text in Chapter 6: Community Assessment.

      Start by using the community assessment that you have just completed in this assignment. Next, using the format, write a diagnosis that used to address the measure of concern and add this to your PowerPoint.

      The format for community health diagnosis is, “Increased risk of ______________(disability or disease) among ____________________(community or population) related to ______________________(etiological statement) as demonstrated in ___________________(health indicators).”

      Submit the Community Health Assessment to the courseroom assignment dropbox for grade credit.

      Please include major headings in your PowerPoint for the required elements

      Community Health Assessment

      Possible points

      Earned points

      1. Walking or Windshield Survey

      (see text Box 6-2)

      2. Describe the community vitality:

      8

      3. Describe indicators of social and economic conditions:

      8

      4.Describe the health resources:

      8

      5.Describe environmental conditions related to health:

      8

      1. Physical characteristics

      6.Describe social functioning:

      8

      7.Describe the community attitude toward health and health care:

      8

      8.Include of one key informant from the community – interviewed with data included in the assessment

      10

      9. Describe two other sources of health data about the community (from sources at the NU400 Library Guides)

      15

      10.Formulate a Community Health Diagnosis (justifying identified priority primary need—the most important need

      The format for community health diagnosis is, “Increased risk of ______________(disability or disease) among ____________________(community or population) related to ______________________(etiological statement) as demonstrated in ___________________(health indicators).”

      10

      11.Identify limitations or barriers to data collection that you experienced

      2

      12.Compile information into or PowerPoint following APA format

      5

      13.Use correct grammar and spelling throughout PowerPoint

      5

      14.At least four different sources of data are presented

      5

      Possible points

      Earned points

      FINAL SCORE

      100

      (Recall that 25% is deducted per day for late assignments.)


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      Nursing Question

      • Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

        Professional Context

        Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

        Demonstration of Proficiency

        By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

        • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
          • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
        • Competency 4: Integrate principles of social justice in community health interventions.
          • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
        • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
          • Present a health promotion plan to an individual or group within a community.
          • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
          • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
        References

        Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 5558.U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeopleNote: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

        Preparation

        For this assessment, you will conclude the clinical learning activity you began in Assessment 1.You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).Please review the assessment scoring guide for more information.To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

        Instructions

        Complete the following:

        • Prepare a 10-12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
        • Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
        • Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

        As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

        PRESENTATION FORMAT AND LENGTH

        You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

        • Title slide:
          • Health promotion plan title.
          • Your name.
          • Date.
          • Course number and title.
        • References (at the end of your presentation).
          • Be sure to apply correct APA formatting to your references.

        The following resources will help you create and deliver an effective presentation:

        SUPPORTING EVIDENCE

        Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

        GRADED REQUIREMENTS

        The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

        • Present your health promotion plan to your hypothetical audience.
          • Tailor the presentation to the needs of your hypothetical audience.
          • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
        • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
          • Which aspects of the session would you change?
          • How might those changes improve future outcomes?
        • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
          • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
        • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
        • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

        Additional Requirements

        Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.


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      Nursing question

      QI Processes: Root Cause Analysis (RCA) and Displaying Data

      Weekly Objectives 4 and 5 are addressed in this discussion.

      While the “QI Report of Project: Written” is a group assignment, complete the work required to post to this discussion individually. Outside of this discussion forum, collaborate with your group to (1) discuss what each of you completed here, (2) share the various feedback you received from your peers and instructors, and (3) come to an agreement on how you will proceed and present this in your final report. For example, the “QI Report of Project: Written” requires that your group include a fishbone diagram. Here, in this discussion forum, everyone creates their own fishbone diagram, individually. Then, outside of this forum, your group must come to an agreement on how you present one fishbone diagram in your final report based on the individual work completed and feedback received in this forum.

      Instructions

      This is an individual assignment. Using your group’s assigned case study, create a cause-effect diagram or “fishbone” diagram. The fishbone diagram enables visualization of potential causes of a specific problem. This is part of your root cause analysis (RCA) you will include in your final report. Be sure you understand how and where this aspect fits. Using root cause analysis techniques in clinical audit* is one resource that defines and describes the fishbone diagram. The Quality Improvement Essentials Toolkit* contains instructions and a template for creating your fishbone diagram (see “Cause and Effect Diagram” on IHI website).

      *Item found in QI Project Resources

      In your initial post, you should include the following:

      Fishbone diagram (i.e., cause and effect diagram)

      Provide a narrative describing all potential factors/causes contributing to the problem identified in your case study. Case study and template given below: Ventilator-associated Pneumonia (VAP)

      On our critical care units (cardiovascular ICU and regular ICU), we are focusing on VAP prevention by examining our VAP protocols. We have recently experienced a rise in the number of VAPs occurring on both Unit A CVICU and Unit B ICU. Our current protocol used on both ICU units for care of the intubated patient includes elevating the head of bed approximately 15 degrees, providing oral care every shift and turning the patient every two hours. When appropriate, and ordered by the physician, we also initiate a ‘sedation vacation’, where the patient is brought out of sedation for 30 minutes then re-sedated. This is done following an algorithm and is validated with the consent of a physician prior to initiation. Consent is usually obtained when the physician is on the unit and is good for 24 hours. These steps have worked wonderfully up until the past year when the number of VAPS on the Intensive Care Units steadily rose. We thought we were following best practices but now we are not sure. Our goal is zero VAPS, but we are not sure that this is even possible. We would like to know what the best practices are for preventing and reducing VAP so that we can bring down our rising rates.


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      Nursing Question

      1. Once you have selected a disease to research, check with your instructor to confirm the topic is suitable for this assignment.
        1. Create a slideshow for your presentation (ex. PowerPoint or Google Slides). Name the file as follows: StudentName_DiseaseName.
        2. A reference slide must be included at the end of the presentation. All references must follow APA formatting rules and guidelines. The report should include at least three references: one of them must be your textbook and two others from reputable sources (CDC, WHO, NIH, etc.).
        3. You must include citations for any statistics, pictures, or diagrams.
        4. All material presented should be in your own words—do not include direct quotes.

        1. Your report will include the elements outlined under the Presentation Content section below.Use the headings listed below for your slides. Limit your presentation to 2-3 slides for each of the content sections listed below. Each slide should focus on highlighting the most important information in an outline format. Avoid including too much text on the slides. Additional details that support your outline can then be explained during your presentations. Practice providing an engaging explanation. Avoid reading directly from the slide. Instead, elaborate and illustrate additional details to further support your outline.Introduction/Outline – a topic outline showing the headings listed below. Use this slide to briefly introduce your disease.
          1. 1) EtiologyThoroughly describe the cause of the disease. For cancers – include genetics, environmental and behavioral risk factors. For genetic disorders – give details on the chromosome and exact gene involved, if it is dominant/recessive, etc. What AI models are available to help assess risk?(Points possible: 10 for slideshow, 10 for presentation)
          2. 2) Demographics:Who is most likely to develop this disease? Find statistics on the incidence and prevalence of this disease in the USA versus other countries. For any statistic, you must provide an internal citation (parenthetical citation). Avoid including footnotes, endnotes, etc. (Pointspossible:10forslideshow,10forpresentation)
          3. 3) Anatomy (with diagrams)Include diagrams of which organ system, organs, and tissues are most affected by this disease. Make sure to describe them thoroughly as part of your presentation.(Points possible: 10 for slideshow, 10 for presentation)
          4. 4) Physiology & Symptoms:
            Describe how the normal physiology of the organs/tissues is disrupted. What signs and symptoms are associated with the disease? Why do these symptoms occur? What are the long- term consequences if not treated? What is the survival rate or mortality rate of the disease? For any statistic, you must provide an internal citation (parenthetical citation). Avoid including footnotes, endnotes, etc.(Points possible: 10 for slideshow, 10 for presentation)
          5. 5) Diagnosis & Treatment & AI:
            How is your disease diagnosed? Describe the medical care available to fight the disease (drugs, surgery, behavioral modifications). Are there side-effects or risks of the treatment? Can the person be cured or is it a reoccurring or chronic condition? What AI models are available to help diagnose and/or help with creating a treatment plan?(Points possible: 10 for slideshow, 10 for presentation)

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      Nursing Question

      Create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site.

      Introduction

      In NHS-FPX8040, you prepared a preliminary project charter. At that time, you may not have secured your practicum site or preceptor yet. Now that these are in place, in this course you will delve more deeply into creating a project charter appropriate for your practicum site’s needs. You may be able to use some of the project charter work you did in the previous course. At the same time, you may find you need to completely retool your work as it may no longer be appropriate for your practicum site. This is the changing nature of doctoral projects. As we learn more information, doctoral projects change. Your ability to manage this ambiguity and change will be critical to your successfully completing your doctoral program.

      In this assessment, you will create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site. You will need to obtain input from your practicum site about how you can help to meet their needs. After submitting your project charter, you will receive your faculty member’s feedback on your charter’s alignment with department objectives, academic rigor, coherency, and readiness for Institutional Review Board (IRB) submission.

      Demonstration of Proficiency

      By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

      • Competency 1: Create a project charter to address a clinical or organizational problem or take advantage of an opportunity for improvement within a health care setting.
        • Clearly describe the people who will be involved in and affected by a project.
        • Clearly describe an overview of all aspects of a project plan.
        • Clearly describe the strengths, weaknesses, opportunities, and threats related to a project plan.
        • Clearly describe the ethical considerations, constraints, external dependencies, and communication strategy of a project plan.
        • Clearly describe the outcome measures related to a project plan.
        • Clearly describe the data collection procedures related to a project plan.
        • Describe a project that could, within 8 to 12 weeks, produce a meaningful, sustainable change in practice or process that can be empirically evaluated, with minimal or no risk to participants or the organization.
        • Synthesize scholarly, authoritative evidence supporting each part of the project charter.
      • Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
        • Write clearly and coherently, using communication style and vocabulary appropriate for scholarly work.
        • Correctly reference and cite scholarly and/or authoritative sources.

      Preparation

      To successfully prepare for this assessment, you will need to:

      • Conduct a comprehensive review of the literature to gather data that will support your identified need, intervention, and assessment “instrument(s)”:

      Instructions

      Note: The assessments in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your instructor’s feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your instructor’s feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.

      This assessment has been identified as a Signature Assessment. Signature assessments serve a dual purpose: to meet the competencies in the course where the signature assessment appears and acquire skills needed to demonstrate competencies specific to the completion of the Doctoral Project Report. Learners must successfully meet the established criteria for demonstrating competence on this assessment in order to successfully complete the course (see University Policy 3.4.07 Grading). Completion of this course is a program-specific requirement. Consequently, learners must pass this course in order to remain in good academic standing (see University Policy 3.01.04 Academic Standing).

      This assessment also includes review by a Secondary Reviewer to ensure the work meets doctoral expectations for writing, content, connection to the discipline, scholarship, quality, integrity, and ethical compliance. Secondary review is both an essential program expectation and important opportunity for learners. A hallmark of doctoral learners, in particular, is openness to critique and responsiveness to feedback. Like any scholarly endeavor (e.g., journal article, book chapter, or dissertation), the doctoral project will benefit from the integration of feedback from a reviewer and a process of ongoing revision at each stage of development. Learners may also reasonably expect to incorporate revisions and refinements of components of earlier completed signature assessments as they advance through the program to ensure the coherence and alignment of their completed project. A doctoral-level project should, therefore, be viewed as a work-in-progress that is not completed until the final Dean review and approval is issued.

      As you begin work, you may find the following activities helpful to completing a scholarly, successful project charter. Note: These activities are not mandatory; they are optional:

      • Seek out free writing workshops and other resources available through the Capella Writing Center. The Writing Center’s workshops address such topics as: correct APA usage, paper organization, synthesis of material, and so on.
        • Note: Remember that this keystone course will help determine whether you are ready to proceed with your doctoral project. You will want to do everything you can to ensure that your critical thinking, research, and writing skills are at the doctoral level.

      For this assessment, you will populate the three parts of the Project Charter Template [DOCX] with detailed information. Use the Project Charter Proposal Checklist [PDF] to ensure all content is included. Faculty will use the checklist to provide additional feedback.

      • Part 1 includes these sections:
        • General Project Information.
        • Project Team.
          • You may find the work you did in the Team Effectiveness in Health Care Settings assessment helpful to you as you complete this portion of your Project Charter.
        • Stakeholders.
      • Part 2 is the Project Overview and includes these components:
        • Project Description/
          • Write the project description in a narrative style. Avoid bullet points and incomplete sentences.
        • Evidence to Support Need (background and significance).
          • Be sure to provide the most relevant, data-driven evidence to support key points.
        • Project Purpose/Business Case.
        • SMART Objectives (Specific, Measurable, Attainable, Relevant, Time-Bound).
        • Deliverables.
        • Project Scope.
        • Project Milestones.
      • Part 3 includes these sections:

      Note: You may find the work you did in your Ethics Analysis assessment helpful as you complete this section of your project charter.

      • SWOT Analysis.
      • Known Major Risks.
      • Ethical Considerations.
      • Constraints.
      • External Dependencies.
      • Communication Strategy:
        • Consider questions like these in your communication strategy: Will you hold an in-person or video conference-kickoff meeting? How will you communicate with all involved parties (email, telephone, periodic meetings, project tools, et cetera)?
      • Proposed Outcomes.
      • Data Collection Plan.

      Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

      Additional Requirements

      • Format: Use the Project Charter Template provided.
      • Written communication: Ensure written communication is free of errors that detract from the overall message.
      • Font and font size: Times New Roman, 12 point.
      • Citations and References: Include current scholarly and/or authoritative sources to support your ideas. Current means no more than five years old.
      • Title page: Develop a descriptive title of approximately 5–15 words for your project. It should stir interest, yet maintain professional decorum. Ensure that your title page conforms to APA format.
      • Reference page: Include a final reference page that adheres to APA format.
      • APA formatting: Follow APA formatting and style guidelines for citations and references. For an APA refresher, consult Evidence and APA.

      Note: Submit your Project Charter Template Word file as an attachment to this assessment, but do not include any supplemental materials. Attach the Word file only.

      Note: Retain a copy of your approved Doctoral Project Charter in a place convenient for you, not in the courseroom. Once the course is complete, you will no longer have access to the courseroom. In NURS9901 you will need to submit your approved Doctoral Project Charter as part of your first assessment and as part of your IRB application.


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      Nursing Question

      Using a variety of instruments (Windshield Survey, Community Assessment Tool, Screening interviews, etc.) while in your community, you will assess the community location. This will lead to a list of identified, prioritized health needs and your recommendations for intervention.

      You will complete a windshield survey of your community. The objective of a windshield survey is to assess a community in a short, simple way, compiling data to help form an analysis of that community. Simply put, a windshield survey is the equivalent of a community head-to-toe assessment. There are 6 elements that should be included in your windshield survey (See Download Community Assessment Template). You will drive through your community and document your findings on a PowerPoint presentation. Take pictures of your community to enhance your PowerPoint presentation.

      1. After studying Module 3: Lecture Materials & Resources, familiarize yourself with the instruments for:
        • A Windshield Survey (Website Resource 15C, p. 425).
        • The Community Assessment Tool applied to Phenomenological Communities (Website Resource 15A, p. 425).
        • You may also wish to review Chapter 13, Box 13-1 (p. 343) for examples of assessments that may be appropriate for your community population, since the Community Assessment Tool includes some screening data and information from clients.
      2. Plan how you will obtain the information for the assessments.
      1. Conduct a Windshield Survey assessment.
      2. Drive around your community and take pictures.
      3. Create a PowerPoint presentation no more than 10 slides addressing each area of the windshield study
      1. Submission Instructions:
        • The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
        • The paper is to be 1-2 pages in length, excluding the title, abstract and references page.
        • Incorporate a minimum of 3 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).
        • Your paper should be formatted per APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

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      Nursing Question

      • In a 5-7 page written assessment, assess the effect of the patient, family, or population problem you’ve previously defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Report on your experiences during your first two practicum hours.

        Introduction

        Organizational data, such as readmission rates, hospital-acquired infections, falls, medication errors, staff satisfaction, serious safety events, and patient experience can be used to prioritize time, resources, and finances. Health care organizations and government agencies use benchmark data to compare the quality of organizational services and report the status of patient safety. Professional nurses are key to comprehensive data collection, reporting, and monitoring of metrics to improve quality and patient safety.

        Preparation

        In this assessment, you’ll assess the effect of the health problem you’ve defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.To prepare for the assessment:

        • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
        • Conduct research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.
        • Review the Practicum Focus Sheet: Assessment 2 [PDF], which provides guidance for conducting this portion of your practicum.

        Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

        Instructions

        Complete this assessment in two parts.

        Part 1

        Assess the effect of the patient, family, or population problem you defined in the previous assessment on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form. Use the Practicum Focus Sheet: Assessment 2 [PDF] provided for this assessment to guide your work and interpersonal interactions.

        Part 2

        Report on your experiences during your first 2 practicum hours, including how you presented your ideas about the health problem to the patient, family, or group.

        • Whom did you meet with?
          • What did you learn from them?
        • Comment on the evidence-based practice (EBP) documents or websites you reviewed.
          • What did you learn from that review?
        • Share the process and experience of exploring the influence of leadership, collaboration, communication, change management, and policy on the problem.
          • What barriers, if any, did you encounter when presenting the problem to the patient, family, or group?
            • Did the patient, family, or group agree with you about the presence of the problem and its significance and relevance?
            • What leadership, communication, collaboration, or change management skills did you employ during your interactions to overcome these barriers or change the patient’s, family’s, or group’s thinking about the problem (for example, creating a sense of urgency based on data or policy requirements)?
          • What changes, if any, did you make to your definition of the problem, based on your discussions?
          • What might you have done differently?

        CORE ELMS

        Update the total number of hours on the NURS-FPX4900 Volunteer Experience Form in CORE ELMS.

        Requirements

        The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

        • Explain how the patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.
          • Cite evidence that supports the stated impact.
          • Note whether the supporting evidence is consistent with what you see in your nursing practice.
        • Explain how state board nursing practice standards and/or organizational or governmental policies can affect the problem’s impact on the quality of care, patient safety, and costs to the system and individual.
          • Describe research that has tested the effectiveness of these standards and/or policies in addressing care quality, patient safety, and costs to the system and individual.
          • Explain how these standards and/or policies will guide your actions in addressing care quality, patient safety, and costs to the system and individual.
          • Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of care quality, patient safety, and cost to the system and individual.
        • Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
          • Discuss research on the effectiveness of these strategies in addressing care quality, patient safety, and costs to the system and individual.
          • Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
          • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
        • Use paraphrasing and summarization to represent ideas from external sources.
        • Apply APA style and formatting to scholarly writing.
        Additional Requirements
        • Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
          • A title page and reference page. An abstract is not required.
          • Appropriate section headings.
        • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
        • Supporting evidence: Cite at least 5 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
        • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

        Competencies Measured

        By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

          • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
            • Explain how a patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.
            • Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
          • Competency 5: Analyze the impact of health policy on quality and cost of care.
            • Explain how state board nursing practice standards and/or organizational or governmental policies can affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual.
          • Competency 8: Integrate professional standards and values into practice.
            • Use paraphrasing and summarization to represent ideas from external sources.
            • Apply APA style and formatting to scholarly writing.
        • SCORING GUIDE

          Assessing the Problem: Quality, Safety, and Cost Considerations Scoring Guide

          CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
          Explain how a patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual. Does not describe the impact of a patient, family, or population problem on the quality of care, patient safety, and costs to the system and individual. Attempts to describe the impact of a patient, family, or population problem on the quality of care, patient safety, and costs to the system and individual. Explains how a patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual. Provides a convincing explanation of how a patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual by providing specific individual, family, or population examples of such impacts.
          Explain how state board nursing practice standards and/or organizational or governmental policies can affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual. Does not identify state board nursing practice standards and/or organizational or governmental policies that could affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual. Attempts to explain state board nursing practice standards and/or organizational or governmental policies that could affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual. Explains how state board nursing practice standards and/or organizational or governmental policies can affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual. Provides an explanation—based on a perceptive and coherent synthesis of current literature—of how state board nursing practice standards and/or organizational or governmental policies can affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual. Provides clear insight into how policy affects nursing scope of practice and will inform and guide an intervention.
          Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual and document the practicum hours spent with these individuals or group in the CORE ELMS Volunteer Experience Form. Does not propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual, and does not document practicum hours in the CORE ELMS Volunteer Experience Form. Proposes leadership strategies that are not clearly related to care quality, patient safety, or cost reduction, or which are unlikely to significantly improve outcomes, and/or does not document practicum hours in the CORE ELMS Volunteer Experience Form. Proposes strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual and documents the practicum hours spent with these individuals or group in the CORE ELMS Volunteer Experience Form. Proposes strategies, supported by examples, to improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Exhibits clear insight into the effectiveness of the strategies and available sources of relevant benchmark data. Documents the practicum hours spent with these individuals or group in the CORE ELMS Volunteer Experience Form
          Use paraphrasing and summarization to represent ideas from external sources. Incorporates plagiarized information. Paraphrasing or summarization is awkward, inaccurate, or borders on plagiarism. Uses paraphrasing and summarization to represent ideas from external sources. Uses concise paraphrasing or summarization to accurately represent ideas from external sources. Exhibits an insightful interpretation and synthesis of credible sources.
          Apply APA style and formatting to scholarly writing. Does not apply APA style and formatting to scholarly writing. Applies APA style and formatting to scholarly writing incorrectly and/or inconsistently, detracting noticeably from good scholarship. Applies APA style and formatting to scholarly writing. Applies APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions.

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