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:
     • Agency for Healthcare Research and Quality (AHRQ). (n.d.). Module 2: Communicating change in a resident’s condition. Retrieved from https://www.ahrq.gov/professionals/systems/long-te…
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:
  • Evidence and APA.
  • APA Module.
  • American Psychological Association. (n.d.). APA style. Retrieved from https://www.apastyle.org/

• 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:
    • Evidence and APA.
    • APA Module.
    • American Psychological Association. (n.d.). APA style. Retrieved from https://www.apastyle.org/

• SCORING GUIDE

  Use the scoring guide to understand how your assessment will be evaluated.

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:
  • Evidence and APA.
  • APA Module.
  • American Psychological Association. (n.d.). APA style. Retrieved from https://www.apastyle.org/

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

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

QUESTION 1. Go to the link https://www.thinkculturalhealth.hhs.gov/clas/standards (Links to an external site.).

View the National Culturally and Linguistically Appropriate Services Standards (CLAS) categories aimed at equity and quality care (HHS, n.d.). Notice how these standards overlap with many of the expectations and standards in professional nursing practice!

• In what ways are you and your peers using these standards in your areas of nursing practice?
• Discuss one nursing action you might incorporate to improve cultural competence in your organization.
• QUESTION 2 Planning for our patients during times of transitions (for example: hospital to home, home to rehabilitation facility) involves collaboration with a number of healthcare professionals. Please address the following questions:
  • How does your facility promote interprofessional collaboration during times of patient transitions?
  • What is the role of the nurse in patient transitions?
  • What gaps can you identify in this process related to quality of care? (If you are not currently in practice, please use a previous role or clinical experience in your answers.)

  • QUESTION 3. Directions

    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: iCARE Paper Tutorial (Links to an external site.)
    3. 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?
    4. 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.
    5. 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 editionOnly 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
    • 
      
    • 
      
    • 
      
    • 4.Transformational leaders influence those around them and therefore have the potential to alter the culture of a unit or organization. Please address the following topics:
      • Summarize your general beliefs of what makes a good leader.
      • Regarding the transformational leadership skills discussed in our required article reading, how do you think your leadership style is perceived by others?
      • What aspect of the TEACH values discussed in the lesson do you think would most benefit your work environment if adopted?
        

        QUESTION FOUR

        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!
      • 
        
        • QUESTION FIVE
        • The Centers for Disease Control and Prevention, Division of Informatics and Surveillance website contains a number of resources nurses could innovatively incorporate in care delivery. The CDC Wonder site could be utilized by nurses in a number of ways. https://wonder.cdc.gov/ (Links to an external site.)For this discussion you will:
          • Identify one of the resources at the CDC Wonder site above and describe how a nurse might use this information in practice.
          • How might nurses utilizing telehealth benefit from these resources?
          • Address what you find innovative about the link.
          • Feel free to share some of your nursing innovation ideas!

PLEASE PICK ONE TOPIC AND WRITE THE RESEARCH PAPER AS PER THE GUIDELINES.

Topic #1: Crises in Schools

The research paper must have a minimum of 2000 words – main body (does not include the title page, abstract, or reference pages). Times New Roman, Size 12, and 5 references about that topic (4 of them most be research articles). The criteria exposed in your paperwork must be exclusively based on peer reviewed article, and I will be very fussy in confirming the reliability of your statements. A formal paper using APA format according to Publication Manual American Psychological Association (APA) (6th ed.).2009 ISBN: 978-1-4338-0561-5 will be submitted via Exercise Submission.

Question Guide:

The paper should include the following:

• What type of crises can occur in school? (Describe each)
• US school crime statistics / school violence incidents
• Characteristics / psychological symptoms & behaviors of juvenile offender
• How to screen for potential offender?
• How should a crisis worker act? / School crisis response
• Intervention / Prevention programs
• Other considerations in the management of patients affected by a school crisis (including but not limited to management of behaviors, family considerations, challenges in the care of patients affected by a crisis in schools.

Examine evidence-based practice guidelines / research, nursing theories that support the identification of clinical problems, implementation of nursing skills in the care of adults with addiction.

Grading Criteria:

• What type of crises can occur in school? (Describe each) – 2%
• US school crime statistics / school violence incidents – 2%
• Characteristics / psychological symptoms & behaviors of juvenile offender – 2%
• How to screen for potential offender? – 2%
• How should a crisis worker act? / School crisis response – 2%
• Intervention / Prevention programs – 2%
• Other considerations in the management of patients affected by a school crisis (including but not limited to management of behaviors, family considerations, challenges in the care of patients affected by a crisis in schools. – 2%
• References: At least 5 reference sources – 4 of them most be research articles – 3%
• APA style – 3 %

MAXIMUN POINTS – 20%

Topic #2: Chemical Dependency: The Crisis of Addiction

The research paper must have a minimum of 2000 words – main body (does not include the title page, abstract, or reference pages). Times New Roman, Size 12, and 5 references about that topic (4 of them most be research articles). The criteria exposed in your paperwork must be exclusively based on peer reviewed article, and I will be very fussy in confirming the reliability of your statements. A formal paper using APA format according to Publication Manual American Psychological Association (APA) (6th ed.).2009 ISBN: 978-1-4338-0561-5 will be submitted via Exercise Submission.

Question Guide:

The paper should include the following:

• What is Chemical dependency?
• Statistics / Most common abused substance
• Sociocultural determinants of substance abuse
• Models of addiction
• Dynamics of addiction
• Interventions / Treatments approaches (pharmacological and non-pharmacological)
• Other considerations in the management of Chemical dependency (including but not limited to management of behaviors, family considerations, challenges in the care of patients with addiction.

Examine evidence-based practice guidelines / research, nursing theories that support the identification of clinical problems, implementation of nursing skills in the care of adults with addiction.

Grading Criteria:

• What is Chemical dependency? – 2%
• Statistics / Most common abused substance – 2%
• Sociocultural determinants of substance abuse – 2%
• Models of addiction – 2%
• Dynamics of addiction – 2%
• Interventions / Treatment approaches (pharmacological and non-pharmacological) – 2%
• Other considerations in the management of Chemical dependency (including but not limited to management of behaviors, family considerations, challenges in the care of patients with chemical dependency – 2%
• References: At least 5 reference sources – 4 of them most be research articles – 3%
• APA style – 3 %

MAXIMUN POINTS – 20%

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.

( 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 provided template 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
  Contentview longer description	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 Formattingview longer description	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

• 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:

  • Record a Slide Show With Narration and Slide Timings.
    • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
  • Microsoft Office Software.
    • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
  • PowerPoint Presentations Library Guide.
    • This library guide provides links to PowerPoint and other presentation software resources.
  • SoNHS Professional Presentation Guidelines [PPTX].
    • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a 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.

The health screening project is an opportunity for adult/gerontological nurse practitioner students

to develop clinical skills in health promotion, prevention, risk reduction, and restorative care at
the advanced practice level. Students are to evaluate/screen a population of young, middle, and
or older clients to determine that population’s needs for health promotion, risk reduction, and/or
restorative health education. Students will design and implement plans for the clients to change
their health behaviors, and evaluate the outcomes.

1. Identify and define the characteristics of a target population that will benefit from a health
promotion screening and intervention. Consider the needs for health promotion, risk
reduction, restorative care for that particular population.

a. What is the rationale for screening this population? Address issues related to diversity, disparities, barriers, health literacy.

2. Determine specific health promotion goals, action, and targeted behavior change options and
outcomes for this population.

a. Some examples of health behavior concepts or attributes include – Self-care; Self-monitoring; Self-management; Adherence/Compliance (medication; dietary pattern; Physical activity pattern; etc); Smoking; Oral health practice; etc);
Engagement/Isolation; Health literacy/Safety (sexuality; injury; medication;
substance use; caregiving; cultural competency; teenage pregnancy; etc).

3. Locate an appropriate tool to appraise the populations’ health risk or status regarding the
health promoting action or behavior. Ensure that the tool meets guidelines for use in your
target population, and then screen the population using the tool.

a. Address any policy and regulatory issues and controversies that may impact the
choice of appraisal or outcomes.

4. Review (analyze) outcomes (data) of your pre-intervention screening (interviews, reports,
community work through).

5. Develop an appropriate action plan for the clients for health behavior change. Consider
clients’ strengths, competencies, and weaknesses. Use your resources (local, national,
professional) to select appropriate interventions

a. The health promotion action/intervention should be oriented to the population rather than an individual.
b. The plan may take the form of health education classes, exercise intervention, support groups, or using a health resource that meets expected evidence-based or practice guidelines.

6. Implement the plans with your clients.

a. Develop a plan for sustainability at the local, state and national levels

7. Report your project in a presentation-style format. Present a verbal PowerPoint summary (20
minutes or less) to the class and submit a summary report of the project to the instructor.
Project report must cover the following aspects:

a. Show a systematic process
b. Include background information about population and rationale for the identified
need.
c. Provide a theoretical framework for the health behavior screening and intervention
using appropriate theory of health behavior/promotion. Define and Explain targeted
behavior change/action and how it is related to the health promotion theory for the
project and expected outcome supported by the theory.
d. Identify environmental, interpersonal, and other barriers toward health behavior for
your population. Address impact of applicable policy and regulatory issues and
controversies.
e. Report follow up after period of intervention (if conducted).

Other considerations:
• Use of appropriate technology health promotion delivery
o Eg., Equipment, media, data; assessment; etc
• Use of Informatics to access health information
o Eg. Florida charts; health statistics; MUA’s/MUP’s; databases; etc
• Collaboration in planning and implementation
o Health care personnel or agency; agencies and agency leaders; communities, leaders; other stakeholders

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

Follow the directions closely and answer ALL of the questions.

View the following Frontline video:

The Vaccine War, here is the link:

https://www.pbs.org/wgbh/frontline/film/vaccines/ (Links to an external site.)

Link to The World Health Organization:

https://www.who.int/ (Links to an external site.)

Link to Center for Disease Control (CDC)

https://www.cdc.gov/vaccines/ (Links to an external site.)

Vaccines schedule:

https://www.cdc.gov/vaccines/schedules/downloads/child/0-18yrs-child-combined-schedule.pdf (Links to an external site.)

Link to Florida Department of Health

http://www.floridahealth.gov/PROGRAMS-AND-SERVICES/immunization/announcements/index.html (Links to an external site.)

Immunization Guidelines-Florida Department of Health

http://www.floridahealth.gov/programs-and-services/immunization/schoolguide.pdf (Links to an external site.)

In addition to thoroughly answering the questions use the ATTACHED RUBRIC AS A GUIDE. YOUR GRADE IS BASE ON THE RUBRIC!!

View the video The Vaccine War. (The link has been provided for you.)

https://www.pbs.org/wgbh/frontline/film/vaccines/ (Links to an external site.)

Respond to the following questions in essay form. Each question must be at least 1-2 paragraphs in length. ALL PARTS OF THE QUESTIONS MUST BE ANSWERED FOR FULL CREDIT.

Spelling, grammar and appropriate APA format will be considered in the grade.

Substantiate your responses with Course Point Platform resources and information you have learned in this course.

Format

• Include supporting citations/References. References in the appropriate APA format.
• Correct spelling, Grammar, etc.
• This is a scholarly paper. No cover page needed.
• Submitted by due date.
• ALL submissions will be submitted to Turn It In.com

There are a total of 5 questions to answer. Make sure to answer all parts of the questions.

Questions:

1. 1. Pick one of the following: DTaP or MMR Vaccines, answer in detail the following questions: (multiple parts)

1. 1. What is the dosage schedule for the Vaccine you chose. (Children up to 18 years.)
   2. In detail, identify what each vaccine covers. Describe each of the 3 diseases for either vaccine. Including incubation period and signs and symptoms.
   3. For the vaccine that you chose, list all modes of transmission.
   4. Finally, identify (for your diseases) how many people were identified in the state of Florida, the United States, and the World.

Question #2

1. 2. In the movie, the public health community talks extensively about Herd Immunity. What is herd immunity and why is it so important in vulnerable populations?

Question #3

1. 3. What was your overall reaction after viewing this film with respect to the impact on Vaccines in the United States at the time of filming and currently. Include discussion regarding Covid-19 vaccination.

Question #4 (multiple parts)

4. In 1998, an article by Andrew Wakefield was published and then retracted. Wakefield tried to correlate a connection between the MMR Vaccine and Autism. Wakefield’s medical license was revoked in 2004.

Please review the article below:

https://www.thelancet.com/action/showPdf?pii=S0140-6736%2897%2911096-0 (Links to an external site.)

Answer the following questions:

1. What in your opinion what if anything was wrong with his research? Give specific examples.

2. In your opinion, is the research valid? Provide support for your opinion.

3. Why did this a cause of concern in the population? Provide support for your answer.

Question #5

1. 5. Briefly discuss one ethical dilemma that could be encountered by a nurse, past or present, as related to client care and vaccines? How would you resolve this dilemma?

1. Choose a topic from the list provided to you. Apply the concepts of population health and epidemiology to the topic
2. Heart disease
3. Stroke
4. Diabetes
5. Alzheimer’s disease
6. The Future of Genomics in Public Health
7. Make sure all elements on the grading rubric are included. Organize the paper using the rubric sections and appropriate headings to match the sections.
8. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
9. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the current edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
10. Ideas and information that come from scholarly literature must be cited and referenced correctly.
11. A minimum of three (3) scholarly literature references must be used.
12. Synthesize content according to the following sections:
    • Introduction: Analysis of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) to include demographic break down that includes age, gender, race, or other at-risk indicators (da ta per demographics should include mortality, morbidity, incidence, and prevalence).
    • Determinants of Health: Define, identify and synthesize the determinants of health as related to the development of the infection. Utilize HP2020.
    • Epidemiological Triad: Identify and describe all elements of the epidemiological triad: Host factors, agent factors (presence or absence), and environmental factors. Utilize the demographic break down to further describe the triad.
    • Role of the NP: Succinctly define the role of the nurse practitioner according to a national nurse practitioner organization ( National Board of Nursing or AANP, for example) and synthesize the role to the management of infectious diseases (surveillance, primary/secondary/tertiary interventions, reporting, data collecting, data analysis, and follow-up). This includes the integration of a model of practice which supports the implementation of an evidence-based practice.  Refer to your course textbook for models of practice examples.
    • Application: Use Microsoft Word™ to create the written assessment.
    • Length: The paper (excluding the title page and reference page) should be limited to a maximum of four (4) pages. Papers not adhering to the page length may be returned to you for editing to meet the length guidelines .
    • A minimum of three (3) scholarly research/literature references must be used. CDC or other web sources may be utilized but are not counted towards the three minimum references required. Your course text may be used as an additional resource but is not included in the three minimum scholarly references.
    • APA format current edition.
    • Include scholarly in-text references and a reference list
    • Do not write in the first person (such as “me” “I”)

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Professional Context

Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.

Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.

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.
  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Explain how health and governmental policy affect disaster recovery efforts.
• Competency 4: Integrate principles of social justice in community health interventions.
  • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • 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.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.

To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Begin thinking about:

• Community needs.
• Resources, personnel, budget, and community makeup.
• People accountable for implementation of the disaster recovery plan.
• Healthy People 2020 goals and 2030 objectives.
• A timeline for the recovery effort.

You may also wish to:

• Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
  • Mobilize collaborative partners.
  • Assess community needs.
  • Plan to lessen health disparities and improve access to services.
  • Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
  • Track community progress.
• Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

Note: Remember that you can submit all, or a portion of, your draft recovery plan 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.

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.

Instructions

Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.

Complete the following:

1. Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
   • Assess community needs.
   • Consider resources, personnel, budget, and community makeup.
   • Identify the people accountable for implementation of the plan and describe their roles.
   • Focus on specific Healthy People 2020 goals and 2030 objectives.
   • Include a timeline for the recovery effort.
2. Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
   • Mobilize collaborative partners.
   • Assess community needs.
     • Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
     • Include in your plan the equitable allocation of services for the diverse community.
     • Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
     • Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
   • Plan to lessen health disparities and improve access to services.
   • Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
   • Track and trace-map community progress.
     • Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
     • Describe the plan for contact tracing during the disaster and recovery phase.
3. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.

Presentation Format and Length

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:

• Title slide.
  • Recovery plan title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation).

Your slide deck should consist of 10-12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.

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

• Record a Slide Show With Narration and Slide Timings.
  • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
• Microsoft Office Software.
  • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
• PowerPoint Presentations Library Guide.
  • This library guide provides links to PowerPoint and other presentation software resources.
• SoNHS Professional Presentation Guidelines [PPTX].
  • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.

Graded Requirements

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

• Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
  • Consider the interrelationships among these factors.
• Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
  • Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
• Explain how health and governmental policy impact disaster recovery efforts.
  • Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
• Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
  • Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
  • Include evidence to support your strategies.
• 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.
  • Develop your presentation with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

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

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.

Patient Write-up

Use the provided template and write up an interesting patient that you have seen in your clinic setting.

The written History and Physical (H&P) serves several purposes:

1. It is an important reference document that provides concise information about a patient’s history and findings at the time of the patient appointment.
2. It outlines a plan for addressing the issues that prompted the clinic appointment. This information should be presented in a logical fashion that prominently features all of the data that is immediately relevant to the patient’s condition.
3. It is a means of communicating information to all providers who are involved in the care of a particular patient.

Knowing what to include and what to leave out will be largely dependent on experience and your understanding of illness and pathophysiology. If, for example, you were unaware that chest pain is commonly associated with coronary artery disease, you would be unlikely to mention other coronary risk factors when writing the history. As you gain experience, your write-ups will become increasingly focused. You can accelerate the process by actively seeking feedback about all the H&Ps that you create as well as by reading those written by more experienced providers.

The core aspects of the H&P are described in detail below.

• Chief Concern (CC):
  • One sentence that covers the dominant reason(s) for the visit. While this has traditionally been referred to as the Chief Complaint.
• History of Present Illness (HPI):
  • The HPI should provide enough information to clearly understand the symptoms and events that lead to the patient appointment.
  • A commonly used mnemonic to explore the core elements of the chief concerns is OLD CARTS, which includes: Onset, Location, Duration, Characteristics, Aggravating/Alleviating factors, Related symptoms, Treatments, and Significance.
  • The remainder of the HPI is dedicated to the further description of the presenting concern. As the storyteller, you are expected to put your own spin on the write-up. That is, the history is written with some bias. You will be directing the reader towards what you feel is/are the likely diagnoses by virtue of the way in which you tell the tale. If, for example, you believe that the patient’s chest pain is of cardiac origin, you will highlight features that support this notion (e.g., chest pressure with activity, relieved with nitroglycerin, preponderance of coronary risk factors etc.). These comments are referred to as “pertinent positives.” These details are factual and no important features have been omitted. The reader retains the ability to provide an alternative interpretation of the data if he/she wishes. A brief review of systems related to the current complaint is generally noted at the end of the HPI. This highlights “pertinent negatives” (i.e., symptoms that the patient does not have). If present, these symptoms might lead the reader to entertain alternative diagnoses. Their absence, then, lends support to the candidate diagnosis suggested in the HPI. Occasionally, patients will present with two (or more) major, truly unrelated problems. When dealing with this type of situation, first spend extra time and effort assuring yourself that the symptoms are truly unconnected and worthy of addressing in the HPI. If so, present them as separate HPIs, each with its own paragraph.
• Past Medical History (PMH):
  • This includes any illness (past or present) that the patient is known to have, ideally supported by objective data. Items that were noted in the HPI (e.g., the cardiac catheterization history mentioned previously) do not have to be re-stated. You may simply write “See above” in reference to these details. All other historical information should be listed. Important childhood illnesses and hospitalizations are also noted.
  • Detailed descriptions are generally not required. If, for example, the patient has hypertension, it is acceptable to simply write “HTN” without providing an in-depth report of this problem (e.g., duration, all meds, etc.). Unless this has been a dominant problem, requiring extensive evaluation, as might occur in the setting of secondary hypertension.
  • Also, get in the habit of looking for the data that supports each diagnosis that the patient is reported to have. It is not uncommon for misinformation to be perpetuated when past write-ups or notes are used as the template for new H&Ps. When this occurs, a patient may be tagged with (and perhaps even treated for) an illness which they do not have! For example, many patients are noted to have Chronic Obstructive Pulmonary Disease (COPD). This is, in fact, a rather common diagnosis, but one that can only be made on the basis of Pulmonary Function Tests (PFTs). While a Chest X-Ray and smoking history offer important supporting data, they are not diagnostic. Thus, “COPD” can repeatedly appear under a patient’s PMH on the basis of undifferentiated shortness of breath coupled with a suggestive CXR and known smoking history, despite the fact that they have never had PFTs. So, maintain a healthy dose of skepticism when reviewing notes and get in the habit of verifying critical primary data.
• Past Surgical History (PSH):
  • All past surgeries should be listed, along with the rough date when they occurred. Include any major traumas as well.
• Medications (MEDS):
  • Includes all currently prescribed medications as well as over the counter and non-traditional therapies. Dosage, frequency, and adherence should be noted.
• Allergies/Reactions (All/RXNs):
  • Identify the specific reaction that occurred with each medication.
• Social History (SH):
  • This is a broad category which includes:
    • Alcohol Intake: Specify the type, quantity, frequency, and duration.
    • Cigarette smoking: Determine the number of packs smoked per day and the number of years this has occurred. When multiplied this is referred to as “pack years.” If they have quit, make note of when this happened.
    • Other Drug Use: Specify type, frequency, and duration.
    • Marital/Relationship Status; Intimate Partner Violence (IPV) screen.
    • Sexual History, including: types of activity, history of STIs.
    • Work History: type, duration, exposures.
    • Other: travel, pets, hobbies.
    • Health care maintenance: age and sex appropriate cancer screens, vaccinations.
    • Military history, in particular if working at a VA hospital.
• Family History (FH):
  • This should focus on illnesses within the patient’s immediate family. In particular, identifying cancer, vascular disease or other potentially heritable diseases among first-degree relatives.
• Obstetrical History (where appropriate):
  • Include the number of pregnancies, live births, duration of pregnancies, complications. As appropriate, spontaneous and/or therapeutic abortions. Birth control (if appropriate).
• Review of Systems (ROS):
  • As mentioned previously, many of the most important ROS questions (i.e., pertinent positives and negatives related to the chief concern) are generally noted at the end of the HPI. The responses to a more extensive review, covering all organ systems, are placed in the “ROS” area of the write-up. In actual practice, most physicians do not document an inclusive ROS. The ROS questions, however, are the same ones that are used to unravel the cause of a patient’s chief concern. Thus, early in training, it is a good idea to practice asking all of these questions so that you will be better able to use them for obtaining historical information when interviewing future patients. A comprehensive list can be found here:
    • Physical Exam:
      Generally begins with a one-sentence description of the patient’s appearance.
      Vital Signs:
      HEENT: Includes head, eyes, ears, nose, throat, oro-pharynx, thyroid.
      Lymph Nodes:
      Lungs:
      Cardiovascular:
      Abdomen:
      Rectal (as indicated):
      Genitalia/Pelvic:
      Extremities, Including Pulses:
      Neurologic:
      • Mental Status
      • Cranial Nerves
      • Motor
      • Sensory (light touch, pin prick, vibration and position)
      • Reflexes, Babinski
      • Coordination
      • Observed Ambulation
• Lab Results, Radiologic Studies, EKG Interpretation, Etc.:
• Assessment and Plan:
  • It is worth noting that the above format is meant to provide structure and guidance. There is no gold standard, and there is significant room for variation. When you are exposed to other styles, think about whether the proposed structure (or aspects thereof) is logical and comprehensive. Incorporate those elements that make sense into future write-ups as you work overtime to develop your own style.

Written assignment: Use the provided template and write up an interesting patient that you have seen in your clinic setting.

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:

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.

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.

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

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.

• 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.

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

• Review the concepts of technology application as presented in the Resources.
• Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

The Assignment: (4-5 pages not including the title and reference page)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

• Describe the project you propose.
• Identify the stakeholders impacted by this project.
• Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
• Identify the technologies required to implement this project and explain why.
• Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.
• Use APA format and include a title page and reference page.
• Use the Safe Assign Drafts to check your match percentage before submitting your work.
• Please use minimum of 5 referances
• Include these
• https://eds-b-ebscohost-com.ezp.waldenulibrary.org…
• https://eds-b-ebscohost-com.ezp.waldenulibrary.org…
• https://oce-ovid-com.ezp.waldenulibrary.org/article/00005110-201911000-00008/HTMLMcGonigle, D., & Mastrian, K. G. (2017).
• Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
• • Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)
  • Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)

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

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.

4. Create your Assignment submission and be sure to cite your sources if needed, use APA style as required, and check your spelling.

Assignments are due by midnight on Mondays.

Assignment:

1. Select your site for the community educational project.
2. Complete and submit the signed (not typed) Community Health Educational Project Permission Form. (if this cannot be completed in the first week, please speak directly with your professor about options). No typed signatures are permitted- the person in charge at the venue you choose to use for your presentation will need to sign the form.
3. Practice Hours: each module has a minimum required practice hours related to your work on the main education project. Practice hours relate to time spent on project work (Discussion Board work does not apply). Document your hours for Module 1 in Project Concert. Access Project Concert. You should have an estimated 2 – 3 hours for this module. Minimum required hours must be entered into Project Concert for Module 1. Some states/entities require hour logs for certification or employment. It is the student’s professional responsibility to ensure all hours are entered correctly in order to meet these requirements. Please see the Project Concert directions document in the Learning Materials on how to enter hours.
4. Write a short 250-300 word APA formatted paper (include title page, introduction, headings for the body, and conclusion) on: First discuss what your topic is and why you choose that topic related to your community needs. Second discuss why you selected the specific site for your presentation related to your topic and community needs and note where and when (place, date) your presentation will take place. (If you are still working on solidifying the site, discuss your options and what your plans are to get this solidified to be a good fit for your topic and community needs) In this course, in every module assignment or discussion, due to the nature of the assignments, you are permitted to use first person, such as I, We, Me, Us, etc. Please submit the paper above and the permission form into the dropbox- these may be submitted in two files in the dropbox.

***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:

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.
   2. 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)

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…

Hello, the assignment is to respond to these two discussion post. The topic is about nursing assessment of the Musculoskeletal system. Please see attached rubric for discussion response requirement. Please type discussion 1 and put your response under it as if you were replying to the writer. Be sure to include references of peer reviewed article used in theresponse. Each discussion should include 3 references. 400 words to each response.

Discussion 1 : (Karen)

When a 45 y.o. male comes into the Urgent Care holding onto his lower back I would first determine the reason for his mild distress by asking about his symptoms. It would be then that I would need to verify if english is his second language. If he is not proficient in english, I would be able to communicate in spanish since I am fluent. If I was not fluent, I would access an interpreter, most likely via telephone. It is important to make sure the patient is comfortable with the type of interpretation so that any necessary medical history or symptom information isn’t lost in a language barrier. “Patients who communicated through an interpreter or who did not have an interpreter when they thought one was necessary were less satisfied with the patient-provider relationship” (Baker, et. al., 1998). Patients often get frustrated if they feel that they cannot describe accurately their symptoms to the provider. One study researched the health literacy of patients and how it affects their outcomes. “Health literacy refers to the extent to which an individual has the skills “to obtain, process, and understand basic health information and services. Low health literacy is associated with poorer health outcomes and poorer use of health care services” (Allen-Meares, et.al., 2020). That study goes on to say, “poor oral communication quality with health care providers is another challenge for individuals with low health literacy. Effective oral communication is essential because it may be the most important method by which health information is obtained, yet it has been shown that patients only recall about half of the information a physician conveys during an encounter. Furthermore, providers often overestimate their patients’ level of health literacy” (Allen-Meares, et.al., 2020). With keeping this in mind, it is important that when assessing a patient, a practitioner understands a patient’s level of health literacy and adapts the care for the patient accordingly.

Knowing that kidney stones also present in the lower back and can cause agitation with mild distress in patients, I would first rule out this possible diagnosis especially if this is the first time for this patients complaints. I would ask this patient to rate his pain on a 1-10 scale and if he wasn’t able to give a number, I would use the FACES scale to evaluate his pain. I would ask the patient to describe his pain. Does it radiate? Does it come in waves? It would be important to establish if this patient was involved in any trauma recently. Does he have any injuries that could be a source of his pain? I would also like to know if he has had any painful urination recently or blood in his urine. If he hasn’t had painful urination, but he does have blood in his urine recently that would be concerning if he has had any physical trauma. Once a urinary tract infection, kidney stones or pyelonephritis can be ruled out, I would start to focus on his pain as being musculoskeletal pain. If his pain is trauma related, it would be appropriate to transfer this patient out of an Urgent Care setting and to a more acute setting such as an Emergency Room/Trauma Center.

Now that we are focusing on musculoskeletal pain without trauma, a thorough medical history and occupational history would be appropriate. What is his profession? Does he do physical labor daily? According to the Center for Economic and Policy Research, “the most common (occupation) for (Hispanic) men is construction (17.5 percent)…Hispanic men are most likely to work in construction (17.5 percent), followed by restaurants (9.3 percent), landscaping services (3.8 percent), crop production (2.7 percent), and truck transportation (2.2 percent)” (Bucknor, 2016). These types of employment often require heavy lifting, strenuous work days, and long hours. It would be reasonable to assume that this patient could be having lower back pain in relation to his employment. Further radiology exams would be needed to determine the source of the pain along with basic lab work. Since this is an Urgent Care setting, establishing a baseline isn’t necessary but finding out a direction that is needed to pursue for follow up treatment is essential.

Discussion 2: Emanuela

The first thing I would do would be place the patient in a room to give him privacy. After that I would introduce myself and ask in Spanish if the patient speaks English. I do not speak fluently in Spanish but I do know how to ask that specific question. If the patient tells me that he does not speak English, per my current job policy, I would obtain our Ipad and contact our interrupters. According to recent article, “communication barriers can lead to a variety of problems, including aggression, hindrance of care, lack of informed consent, and avoidance of the health care system, among other negative outcomes. Conversely, it has been shown that use of an interpreter increases patient satisfaction, decreases adverse outcomes, and improves adherence and positive outcomes. Patients with limited English proficiency have expressed preference for professional interpreters over their bilingual family members and friends.” (Tonkin, 2017) I find this very important because I remember when I was hospitalized and my mom did not speak English. Back then it was very difficult to obtain interrupters or maybe the staff didn’t want to which created a lot of confusion for me and my mom. Not only were we in a completely new country but we also didn’t speak the language when I got sick. People just kept coming in a touching me without explaining what was wrong with me or telling my mom. It was very scary for both of us. I would never want to put another person in that position.

Assuming that I would need the interrupter, I would begin by asking the patients questions about the history of his low back pain. My first question would be if he is currently in pain? If he is on a scale of 0 to 10, what is the current score? When did the pain begin? Did he do anything in particular that caused this pain? How long this pain has been going on? If there is anything he does that makes it better or worse? What type of pain is it, for example aching, throbbing, stabbing, and etc.? What medication if any has he taken for the pain? Does the pain radiate to any other body parts? I would also ask him to point to where it specifically hurts to narrow it down. Bickley (2021) found that “the estimate lifetime prevalence of low back pain in the US population is over 80%. Most patients with acute low back pain get better within 6 weeks; for patients with nonspecific symptoms, clinical guidelines emphasize reassurance, staying active, analgesics, muscle relaxants, and spinal manipulation therapy. About 10% to 15% of these patients develop chronic symptoms, often associated with long-term disability.” (p.396) Therefore getting the proper assessment and history covered with the patient is a necessity to help him feel relief from the pain.

Therefore, from that point forward I would assess the patient from head to toe. But focusing closely on his back and the particular area he would point out to me for the pain. After that I would like to get orders from the doctor to provide pain medication to relive the patient’s pain. I would want to do that before going any further in conversation so the patient can actually focus on our conversation and not on the pain. In a recent study patients that deal with chronic pain were asked questions and one of their themes was listening. It stated that “though many patients used the term listening during their interviews, the important aspect of listening is the provider’s listening behavior. Provider communication behaviors that contributed to perceptions of listening included acting on the pain information that was given, sharing additional information, asking follow-up questions, and taking the time to ensure an accurate understanding of the patient’s experience with pain.” (Haverfield et al., 2018) This is important so the patient doesn’t feel judged or like he is “seeker” for pain medication. Furthermore I would discuss his work environment and his living situation. This would also give me insight as to where his back pain is coming from. I would discuss his family history, surgeries, previous injuries, and his lifestyle. All of these subjects would provide opportunities to learn more about the patient, how we can help him long term, and teaching opportunities. If his back pain has been affecting his lifestyle and it’s been going on for quite some time, I would order x-rays and have an orthopedic specialist consulted. At the end of this patients visit, whatever medication was given, whatever teaching was recommended for the diagnosis, whatever diagnosis was provided, and whatever lifestyle recommendation was provided to help the patient, I would make sure not only to discuss in primary language but also provide printed materials.

• 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:

  • American Red Cross.
  • Habitat for Humanity.
  • United Way.
  • Doctors Without Borders.
  • The Salvation Army.
  • United Nations Children’s Fund (UNICEF).
  • Federal Emergency Management Agency (FEMA).
  • Centers for Disease Control and Prevention (CDC).
  • National Center for Transgender Equality.
  • National Resource Center on LGBT Aging.
  • Advocacy & Services for LGBT Elders.
  • Equal Justice Initiative.
  • National Alliance to End Homelessness.
  • Urban Triage.
  • World Health Organization.
  • The Arc: For People With Intellectual and Developmental Disabilities.
  • Alliance for Retired Americans.
  • Futures Without Violence.
  • Blue Campaign: What Is Human Trafficking?
  • Covenant House.
  • Cultural Survival.

  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.

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.

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.

undefined

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.

undefined

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.

undefined

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

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 2: Collaborate with patients and family to achieve desired outcomes.

undefined

• Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
• Competency 3: Create a satisfying patient experience.

undefined

• 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.

undefined

• Explain the rationale for coordinated care plans based on ethical decision making.
• Competency 5: Explain how health care policies affect patient-centered care.

undefined

• 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.

undefined

• 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.

undefined

Preparation

undefined

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.

undefined

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

undefined

You may also wish to:

undefined

• 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.

undefined

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.

undefined

Recording Equipment Setup and Testing

undefined

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.

undefined

• If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.

undefined

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.

undefined

Instructions

undefined

Complete the following:

undefined

• 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.

undefined

Note: You are not required to deliver your presentation.

undefined

Presentation Format and Length

undefined

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.

undefined

Supporting Evidence

undefined

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.

undefined

Grading Requirements

undefined

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.

undefined

• Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

undefined

• 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.

undefined

• 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.

undefined

• 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.

undefined

• 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.

undefined

Additional Requirements

undefined

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.

Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script or speakers notes for your presentation, 4-5 pages in length.

As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.

This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.

It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this 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 4: Defend decisions based on the code of ethics for nursing.
  • Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
• Competency 5: Explain how health care policies affect patient-centered care.
  • Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
  • Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
• Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
  • Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.

Preparation

Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience.

You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours.

• Homeless shelters.
• Local religious groups.
• Nursing homes.
• Local community organizations (Rotary Club or Kiwanis Club).

To prepare for this assessment, you may wish to:

• Research your selected community organization or support group.
• Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA.
• Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
• Allocate sufficient time to rehearse your presentation before recording the final version for submission.

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.

Recording Equipment Setup and Testing

Check that your audio speaker and PowerPoint software are working properly. You can record audio directly to your slides, using PowerPoint or other presentation software.

Note: Technical support about the use of PowerPoint, including voice recording and speaker notes, can be found on Campus’s Microsoft Office Software page.

• If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your presentation in the courseroom.

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.

Instructions

For this assessment:

• Choose the community organization or support group that you plan to address.
• Develop a PowerPoint with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required.

Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes.

For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are not required to deliver your presentation to an actual audience.

Presentation Format and Length

You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voice over. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:

• Title slide.
  • Presentation title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation).

Your slide deck should consist of 10–12 slides, not including a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes.

Create a detailed narrative script for your presentation, approximately 4–5 pages in length.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script.

Grading Requirements

The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination 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.

• Explain how governmental policies related to the health and/or safety of the community affect the coordination of care.
  • Provide examples of a specific policy affecting the organization or group.
  • Refer to the assessment resources for help in locating relevant policies.
  • Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA).
• Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
  • What are the implications and consequences of specific policy provisions?
  • What evidence do you have to support your conclusions?
• Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
  • Consider the factors that contribute to health, health disparities, and access to services.
  • Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment.
  • Provide evidence to support your conclusions.
• Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included for a proficient score; both speaker notes and the audio voice over are included for a distinguished score.
  • Present a concise overview.
  • Support your main points and conclusions with relevant and credible evidence.

Additional Requirements

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

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

PreviousNext

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

• 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.

• 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.

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**

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.

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.

This case study documents an ongoing interaction between a wife and her husband who live in a spacious home in a gated community.

When Dan (now 80) and Jane (now 65) began dating more than 15 years ago, both were emotionally charged to begin their lives anew. Well-educated and financially secure, they had a lot in common. Dan was a protestant minister, and Jane’s deceased husband had been a protestant minister. Both had lost their spouses. Jane’s first husband had suffered a catastrophic cerebral aneurysm 2 years earlier. Dan had conducted the funeral service for Jane’s husband. Dan’s wife had died of terminal cancer a little over a year earlier. Dan’s first wife had been a school counselor; Jane was a school teacher. Both had children in college. They shared a love for travel. Dan was retired but continued part-time employment, and Jane planned to continue teaching to qualify for retirement. Both were in great health and had more than adequate health benefits. Within the year they were married. Summer vacations were spent snorkeling in Hawaii, mountain climbing in national parks, and boating with family. After 7 years, Dan experienced major health problems: a quadruple cardiac bypass surgery, followed by surgery for pancreatic cancer. Jane’s plans to continue working were dropped so she could assist Dan to recover and then continue to travel with him and enjoy their remaining time together. Dan did recover—only to begin to exhibit the early signs and symptoms of Alzheimer’s disease. One of the early signs appeared the previous Christmas as they were hanging outdoor lights. To Jane’s dismay, she noted that Dan could not follow the sequential directions she gave him. As time passed, other signs appeared, such as some memory loss and confusion, frequent repeating of favorite phrases, sudden outbursts of anger, and decreased social involvement. Assessments resulted in the diagnosis of early Alzheimer’s disease. Dan was prescribed Aricept, and Jane began to prepare herself to face this new stage of their married life. She read literature about Alzheimer’s disease avidly and organized their home for physical and psychological safety. A kitchen blackboard displayed phone numbers and the daily schedule. Car keys were appropriately stowed. It was noted that she began to savor her time with Dan. Just sitting together with him on the sofa brought gentle expressions to her face. They continued to attend church services and functions but stopped their regular swims at their exercise facility when Dan left the dressing room naked one day. Within the year, Jane’s retired sister and brother-in-law relocated to a home a short walk from Jane’s. Their intent was to be on call to assist Jane in caring for Dan. Dan and Jane’s children did not live nearby so could only assist occasionally. As Dan’s symptoms intensified, a neighbor friend, Helen, began to relieve Jane for a few hours each week. At this time, Jane is still the primary dependent-care agent. She prides herself in mastering a dual shower; she showers Dan in his shower chair first, and then, while she showers, he sits on the nearby toilet seat drying himself. Her girlfriends suggested that this was material for an entertaining home video! Although Jane is cautious in her care for Dan, she often drives a short distance to her neighborhood tennis court for brief games with friends or spends time tending the lovely gardens she and Dan planted. During these times, she locks the house doors and leaves Dan seated in front of the television with a glass of juice. She watches the time and returns home midway through the hour to check on Dan. On one occasion when she forgot to lock the door while she was gardening, Dan made his way to the street, lost his balance, reclined face-first in the flower bed, and was discovered by a neighbor. Jane has given up evenings out and increased her favorite pastime of reading. Her days are filled with assisting Dan in all of his activities of daily living. And, often, her sleep is interrupted by Dan’s wandering throughout their home. At times, when the phone rings, Dan answers and tells callers Jane is not there. Jane, only in the next room, informs him “Dan, I am Jane.” Friends are saddened by Dan’s decline and concerned with the burdens and limitations Jane has assumed as a result of Dan’s dependency.

Critical thinking activities

1. Examine this case study through the dependency cycle model (Fig. 14.3). The outer arrows show a progression through varying stages of dependency. The inner circle represents who can be involved in the dependency cycle. Where are Jane and Dan in this cycle?

2. Using the basic dependent-care system model (Fig. 14.4), assess Dan and Jane. Identify the basic conditioning factors (BCFs) for each. What is the effect of Dan’s BCFs on his self-care agency? Is he able to meet his therapeutic self-care demands? Continue on to diagnose Dan’s self-care deficit and resulting dependent-care deficit. Now assess Jane’s self-care system.

3. Design a nursing system that addresses Jane’s self-care system as she increases her role as dependent-care agent for Dan.

Goal:

You will critically appraise a research design

Content Requirements:

You will select one research report with a qualitative design and one with quantitative design and answer the following questions regarding the following categories:

1. Discuss what is meant by the term Qualitative Research
   • Briefly, describe the characteristics of qualitative research and identify nursing issues/phenomena that lend themselves to a qualitative research approach.
   • Compare and contrast three different qualitative research methodologies.
   • Briefly, discuss the strengths and weaknesses of qualitative research evidence for informing nursing practice.
   • Communicate how this research design used in research.
2. The study, sampling, data collection, analysis, rigor, findings and limitations
   • Identify the purpose of the study.
   • Briefly, describe the design of the study and explain why you think it is either appropriate or inappropriate to meet the purpose.
   • Identify ethical issues related to the study and how they were/were not addressed.
   • Identify the sampling method and recruitment strategy that was used.
   • Discuss whether sampling and recruitment were appropriate to the aims of the research.
   • Identify the data collection method(s) and discuss whether the method(s) is/are appropriate to the aims of the study.
   • Identify how the data was analyzed and discuss whether the method(s) of analysis is/are appropriate to the aims of the study.
   • Identify four (4) criteria by which the rigor of a qualitative project can be judged.
   • Discuss the rigor of this study using the four criteria.
   • Briefly, describe the findings of the study and identify any limitations.
   • Use the information that you have gained from your critique of the study to discuss the trustworthiness and applicability of the study. Include in your discussion any implications for the discipline of nursing.
3. Discuss what you understand by the term Quantitative Research – Use the following dot points to guide your discussion (give reasons for your argument and support with references):
   • Describe the characteristics of quantitative research.
   • Identify nursing issues/phenomena that lend themselves to a quantitative research approach
   • Differentiate between observational and interventional research designs and also between experimental and quasi-experimental designs.
   • Briefly, outline the difference between inferential and descriptive statistics and their relationship to levels of measurement.
   • Communicate how this research design used in research.
4. Critique the Quantitative Research Report – Use the following headings to guide your critique (in all discussions and explanations give reasons for your argument and support with references):
   • The study
     • Identify the purpose and design of the study.
     • Explain what is meant by ‘blinding’ and ‘randomization’ and discuss how these were addressed in the design of the study.
     • Identify ethical issues related to the study and how they were/were not addressed.
   • Sampling
     • Explain the sampling method and recruitment strategy that was used.
     • Discuss how the sample size was determined – include in your discussion an explanation of terms used.
   • Data collection
     • Briefly, outline how the data was collected and identify any data collection instrument(s).
     • Define the terms validity and reliability and discuss how the validity & reliability of the instruments were/were not addressed in this study and why this is important.
   • Data analysis
     • Outline how the data were analyzed.
     • Identify the statistics used and the level of measurement of the data described by each statistical test – include in your discussion an explanation of terms used.
   • Findings and limitations
     • Briefly, outline the findings and identify any limitations of the study
     • Use the information that you have gained from your critique of the study to briefly discuss the trustworthiness and applicability of the study. Include in your discussion an explanation of the term statistical significance and name the tests of statistical significance used in this study.

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 4-5 pages in length, excluding the title, 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.

Please Do Not copy, my school uses Turn It In.

Case Study, Chapter 10, The Role of Outcomes and Evidence-Based Quality Improvement in Enhancing and Evaluating Practice Changes

Unfolding case study: Leadership at My Excellence Center became concerned when reimbursements began to shrink with the advent of pay-for-performance for Medicare patients. As they began to evaluate their performance metrics, they noted that there were large variations in outcomes across their patient care units. One safety outcome in particular, patient falls, seemed to show the greatest variability from month to month and across patient care units. Leaders determined to set improvement of falls as a priority for the organization.

A transdisciplinary team was formed to review evidence and make recommendations for practice change. The team reviewed evidence for acute care fall reduction programs, developed a protocol, and gained stakeholder support for its implementation. The team met to determine what outcomes should be measured.

• 1a) Why is it important to measure outcomes?
• 1b) What key criteria must be taken into account when deciding whatoutcomes you will measure (consider such things as relevance, rigor, feasibility, and usability)?
• 2a) In this scenario, what outcomes might the team measure?
• 2b) Thinking about the sources of data within healthcare organizations, where mightthe team find data to address the outcomes identified?

Unfolding case study (cont.) Simultaneously, leadership put a dashboard up to track progress and make data readily available to both unit leadership and staff to increase awareness and allow them to monitor data around the unit’s patient fall rates. Additionally, the dashboard allowed nurses to monitor potential relationships among patient falls, changes in staffing, volatility of admissions, discharges, transfers, and case mix. Nurse managers knew the literature suggested that there is a relationship between falls and staffing levels but were unsure how staffing levels were affecting their own units. With the implementation of the new dashboards on their units, they were able to evaluate factors surrounding times of patient falls in order to look for patterns. They became excited about their ability to monitor progress based on their own data.

• 3. What are some different mechanisms to report data to stakeholders in a meaningful, understandable way?

I have gone and provided some statistics and feedback for your analysis. That Assessment Tool part was done well overall and shows that your group clearly spent A LOT OF TIME gathering the information; I don’t even know how you found some of it for your community but there was no county or even state data to compare with; which is part of the assignment but I would take either state or county as much of this as you could locate anyway (you will see what I included as feedback)

The part that I think needs additional clarification or most important to revise for the points; however, are Section 8 (30-40 pts) & Section 9 (60-90 pts) (not done per assignment guidelines) as there are no community nursing diagnoses written as nursing diagnoses?) and I am having difficulty identifying exactly what your priority problems for your community are that CAN BE ADDRESSED BY THE community health nurse.

Your paper discusses homelessness and poverty (though your community has a very high annual income) but regardless homelessness and poverty are not changeable factors that the community health nurse can address so I am having trouble identifying what you feel are the priority health problems to be addressed by the community health nurse for your community of Miami Lakes? Your paper mentions lung cancer, obesity, alcoholism and inadequate nutrition as problems experienced by the homeless and those living in poverty (which needs a reference to support this claim). Are these the specific 6-8 priority health needs of your community? I just need them listed out clearly. There is in Section 9 there is mention of children, adults and older adults but I am not sure what this means? You have the information in this paper somewhere; but some of this information needs to be supported with literature or with specific info from your findings (I provide some examples).

For instance, the paper mentions Diabetes as a health problem affecting people over the age of 50 years (also needs literature to support) but the majority of your population in Miami Lakes is under the age of 50? So the priority problems should reflect the data or be supported by your data for your community so is Diabetes a priority health concern for your community? Children are mentioned but I don’t know in what way this is significant? Adults and older adults are also discussed but I am not sure how this relates to the priority health problems and how these are community nursing diagnoses?

Regardless I am almost done with going through and adding my feedback. The Identification of Priority Health Problems/Needs (30-40 pts) needs to be specifically spelled out as something that the community health nurse can address and again laid out as outlined in the assignment instructions

Your paper includes a Section 9 but (worth 60-90 pts) but this was to he specifically written as 6-8 community nursing diagnoses which are not included in the groups paper submission. These were to be based off your priority identified priority needs. I feel you have the information in the data you have collected it is a matter of organizing it to identify priority community needs/problems and then writing the community nursing diagnoses. The last section needs to be written as Community Nursing Diagnoses which if not means you would miss out on 60-90 points in the assignment (which is a lot of points).

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
  • Garcia, C., Rabadi, G., & Handy, F. (2018). Dynamic resource allocation and coordination for high-load crisis volunteer management, Journal of Humanitarian Logistics and Supply Chain Management, 8(4), 533-556.
  • Li, B., Hernandez, I., Milburn, A. B., & Ramirez-Marquez, J. E. (2018). Integrating uncertain user-generated demand data when locating facilities for disaster response commodity distribution, Socio-Economic Planning Sciences, 62, 84-103.
  • Sambala, E. Z., Kanyenda, T., Iwu, C. J., Iwu, C. D., Jaca, A., & Wiysonge, C. S. (2018). Pandemic influenza preparedness in the WHO African region: Are we ready yet? BMC Infectious Diseases, 18(567), 1-13.
  • DISASTER PREPARDNESS IN CARE COORDINATION
    • Keegan, R., Grover, L. T., Patron, D., Sugarman, O. K., Griffith, K., Sonnier, S., Springgate, B. F., Crapanzano Jumonville, L., Gardner, S., Massey, W., Miranda, J., Chung, B., Wells, K. B., Phillippi, S., Trapido, E., Ramirez, A., Meyers, D., Haywood, C., Landry, C., & Wennerstrom, A. (2018). Case study of resilient Baton Rouge: Applying depression collaborative care and community planning to disaster recovery. International Journal of Environmental Research and Public Health, 15(6), 1-13.
    • Nolte, I. M. (2018). Interorganizational collaborations for humanitarian aid: An analysis of partnership, community, and single organization outcomes. Public Performance & Management Review, 41(3), 596-619.
    • STRATEGIES FOR SUCCESS
      • Ugarte, C., Alcala, P. A., & Mauvernay, J. (2018). Political will, coordination, and planning: Key components for strengthening national response to public health emergencies and disasters in Latin America and the Caribbean countries. American Journal of Public Health, 108(S3), S209-S211.
      • Wisner, B., & Adams, J. (Eds.). (2002). Emergency response. In Environmental health in emergencies and disasters: A practical guide (pp. 42-70). World Health Organization.

*******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:

• Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
  • Provide the rationale for addressing the health care needs of a particular immigrant or refugee population.
  • Describe the characteristics that define a particular immigrant or refugee population.
  • Interpret current organizational policies for providing health care to immigrants and refugees in the United States.
• Competency 2: Align care coordination resources with community health care needs.
  • Assess the health care needs of a particular immigrant or refugee population.
• 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.
  • Analyze assumptions and biases associated with a particular immigrant or refugee population and the influence of culture and linguistic differences on 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 and refugee populations.
• Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
  • Identify the organizations and stakeholders who must participate in caring for a particular immigrant or refugee population.
  • OPTIONAL REFERENCES
• CULTURAL COMPETENCE
• Breen, C., Altman, L., Ging, J., Deverell, M., Woolfenden, S., & Zurynski, Y. (2018). Significant reductions in tertiary hospital encounters and less travel for families after implementation of paediatric care coordination in Australia. BMC Health Services Research, 18(1), 1-10.
• Chen, J., DuGoff, E. H., Novak, P., & Wang, M. Q. (2020). Variation of hospital-based adoption of care coordination services by community-level social determinants of health. Health Care Management Review, 45(4), 332-341.
• Fernández-Gutiérrez, M., Bas-Sarmiento, P., & Poza-Méndez, M. (2019). Effect of an mHealth intervention to improve health literacy in immigrant populations: A quasi-experimental study. Computers, Informatics, Nursing, 37(3), 142-150.
• Francis, L., DePriest, K., Wilson, M., & Gross, D. (2018). Child poverty, toxic stress, and social determinants of health: Screening and care coordination. Online Journal of Issues in Nursing, 23(3), 1-11.
• Li, T., Zhang, H., Shewade, H. D., Soe, K. T., Wang, L., & Du, X. (2018). Patient and health system delays before registration among migrant patients with tuberculosis who were transferred out in China. BMC Health Services Research, 18(1), 1-11.
• Prymula, R., Shaw, J., Chlibek, R., Urbancikova, I., & Prymulova, K. (2018). Vaccination in newly arrived immigrants to the European Union. Vaccine, 36(36), 5385-5390.
• Sritharan, B., & Koola, M. M. (2019). Barriers faced by immigrant families of children with autism: A program to address the challenges. Asian Journal of Psychiatry, 39, 53-57.
• Wylie, L., Van Meyel, R., Harder, H., Sukhera, J., Luc, C., Ganjavi, H., Elfakhani, M., & Wardrop, N. (2018). Assessing trauma in a transcultural context: Challenges in mental health care with immigrants and refugees. Public Health Reviews, 39, 1-20.
• LAW POLICY AND ETHICS
  • • DeYoung, S. E. (2019). Time for coalitions to protect immigrant health. American Journal of Public Health, 109(4), 519.
    • Luque, J. S., Soulen, G., Davila, C. B., & Cartmell, K. (2018). Access to health care for uninsured Latina immigrants in South Carolina. BMC Health Services Research, 18(1), 310-312.
    • Van Natta, M., Burke, N. J., Yen, I. H., Fleming, M. D., Hanssmann, C. L., Rasidjan, M. P., & Shim, J. K. (2019). Stratified citizenship, stratified health: Examining Latinx legal status in the U.S. healthcare safety net. Social Science & Medicine, 220, 49-55.

    COORDINATING CARE WITH IMMIGRANT POPULATIONS

    • Markkula, N., Cabieses, B., Lehti, V., Uphoff, E., Astorga, S., & Stutzin, F. (2018). Use of health services among international migrant children: A systematic review. Globalization and Health, 14(52), 1-10.
    • Trost, M., Wanke, E. M., Ohlendorf, D., Klingelhöfer, D., Braun, M., Bauer, J., Groneberg, D. A., Quarcoo, D., & Brüggmann, D. (2018). Immigration: Analysis, trends and outlook on the global research activity. Journal of Global Health, 8(1), 1-11.

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:

• Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
  • Articulate a vision of interagency coordinated care for a population.
• Competency 2: Align care coordination resources with community health care needs.
  • Determine the resource needs of a population.
• 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.
  • Identify project milestones and outcome measures.
• Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
  • Identify the organizations and groups who must participate in caring for a population.
• Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
  • Present a project plan to administrative decision makers.
  • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style
  • OPTIONAL RESOURCES:
    • ASSESSING COMMUNITY AND POPULATION NEEDS
  • Centers for Medicare and Medicaid Services. (2019, March). Care coordination toolkit [PDF]. https://www.cms.gov/
  • Craig, C., Eby, D., & Whittington, J. (n.d.). Care coordination model: Better care at lower cost for people with multiple health and social needs. IHI White Papers. http://www.ihi.org/resources/Pages/IHIWhitePapers/…
  • Resources for Integrated Care. (n.d.). Behavioral health integration capacity assessment tool. https://www.resourcesforintegratedcare.com/tool/bh…
  • Williams, M. D., Asiedu, G. B., Finnie, D., Neely, C., Egginton, J., Finney Rutten, L. J., & Jacobson, R. M. (2019). Sustainable care coordination: A qualitative study of primary care provider, administrator, and insurer perspectives. BMC Health Service, 19(92), 1–11.
    • LEADING CARE COORDINATION WITH STAKEHOLDERS
      • Jones, A., Hannigan, B., Coffey, M., & Simpson, A. (2018). Traditions of research in community mental health care planning and care coordination: A systematic meta-narrative review of the literature. PloS One, 13(6), 1-23.
    • Craddock Lee, S. J. Jetelina, K. K., Marks, E., Shaw, E., Oeffinger, K., Cohen, D., Santini, N. O., Cox, J. V., & Balasubramanian, B. A. (2018). Care coordination for complex cancer survivors in an integrated safety-net system: A study protocol. BMC Cancer, 18(1), 1-10.
    • Norman, G. J., Wade, A. J., Morris, A. M., & Slaboda, J. C. (2018). Home and community-based services coordination for homebound older adults in home-based primary care. BMC Geriatrics, 18(1), 1-9.
    • Studies from A. Kurosaka et al provide new data on nephrology (Care coordination between the nephrology nurse and the payor: Working together to bridge the gaps in care for patients with kidney disease). (2018, October 26). Health & Medicine Week, 6141.
      • RECOMMENDATION FOR CARE COORDINATION
        • Cordeiro, A., Davis, R. K., Antonelli, R., Rosenberg, H., Kim, J., Berhane, Z., & Turchi, R. (2018). Care coordination for children and youth with special health care needs: National survey results. Clinical Pediatrics, 57(12), 1398-1408.
        • Foster, S. D., Hart, K., Lindsell, C. J., Miller, C. N., & Lyons, M. S. (2018). Impact of a low intensity and broadly inclusive ED care coordination intervention on linkage to primary care and ED utilization. American Journal of Emergency Medicine, 36(12), 2219-2224.
        • Robertson, M. M., Waldron, L., Robbins, R. S., Chamberlin, S., Penrose, K., Levin, B., Kulkarni, S., Braunstein, S. L., Irvine, M. K., & Nash, D. (2018). Using registry data to construct a comparison group for programmatic effectiveness evaluation: The New York City HIV Care Coordination Program. American Journal of Epidemiology, 187(9), 1980-1989.

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 Community Assessment Template 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:
2. • 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)

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 7^th 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

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:

  • Record a Slide Show With Narration and Slide Timings.
    • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
  • Microsoft Office Software.
    • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
  • PowerPoint Presentations Library Guide.
    • This library guide provides links to PowerPoint and other presentation software resources.
  • SoNHS Professional Presentation Guidelines [PPTX].
    • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a 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.

Understanding family structure and style is essential to patient and family care. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

This family health assessment is a two-part assignment. The information you gather in this initial assignment will be utilized for the second assignment in Topic 3.

Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns for each of the following:

• Values/Health Perception
• Nutrition
• Sleep/Rest
• Elimination
• Activity/Exercise
• Cognitive
• Sensory-Perception
• Self-Perception
• Role Relationship
• Sexuality
• Coping

Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview.

Upon completion of the interview, write a 750-1,000-word paper. Analyze your assessment findings. Submit your questionnaire as an appendix with your assignment.

Include the following in your paper:

• Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
• Summarize the overall health behaviors of the family. Describe the current health of the family.
• Based on your findings, describe at least two of the functional health pattern strengths noted in the findings. Discuss three areas in which health problems or barriers to health were identified.
• Describe how family systems theory can be applied to solicit changes in family members that, in turn, initiate positive changes to the overall family functions over time.

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

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

______________________________________________________________________________________

Topic: Reflection Paper

The IOM published report, “Future of Nursing: Leading Change, Advancing Health,” makes recommendations for lifelong learning and achieving higher levels of education.

In 1,000-1,250 words, examine the importance of nursing education and discuss your overall educational goals.

Include the following:

• Discuss your options in the job market based on your educational level.
• Review the IOM Future of Nursing Recommendations for achieving higher levels of education. Describe what professional certification and advanced degrees (MSN, DNP, etc.) you want to pursue and explain your reasons for wanting to attain the education. Discuss your timeline for accomplishing these goals.
• Discuss how increasing your level of education would affect how your competitiveness in the current job market and your role in the future of nursing.
• Discuss the relationship of continuing nursing education to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics.
• Discuss whether continuing nursing education should be mandatory. Provide support for your response.

You are required to cite to a minimum of three 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.

I have gone and provided some statistics and feedback for your analysis. That Assessment Tool part was done well overall and shows that your group clearly spent A LOT OF TIME gathering the information; I don’t even know how you found some of it for your community but there was no county or even state data to compare with; which is part of the assignment but I would take either state or county as much of this as you could locate anyway (you will see what I included as feedback)

The part that I think needs additional clarification or most important to revise for the points; however, are Section 8 (30-40 pts) & Section 9 (60-90 pts) (not done per assignment guidelines) as there are no community nursing diagnoses written as nursing diagnoses?) and I am having difficulty identifying exactly what your priority problems for your community are that CAN BE ADDRESSED BY THE community health nurse.

Your paper discusses homelessness and poverty (though your community has a very high annual income) but regardless homelessness and poverty are not changeable factors that the community health nurse can address so I am having trouble identifying what you feel are the priority health problems to be addressed by the community health nurse for your community of Miami Lakes? Your paper mentions lung cancer, obesity, alcoholism and inadequate nutrition as problems experienced by the homeless and those living in poverty (which needs a reference to support this claim). Are these the specific 6-8 priority health needs of your community? I just need them listed out clearly. There is in Section 9 there is mention of children, adults and older adults but I am not sure what this means? You have the information in this paper somewhere; but some of this information needs to be supported with literature or with specific info from your findings (I provide some examples).

For instance, the paper mentions Diabetes as a health problem affecting people over the age of 50 years (also needs literature to support) but the majority of your population in Miami Lakes is under the age of 50? So the priority problems should reflect the data or be supported by your data for your community so is Diabetes a priority health concern for your community? Children are mentioned but I don’t know in what way this is significant? Adults and older adults are also discussed but I am not sure how this relates to the priority health problems and how these are community nursing diagnoses?

Regardless I am almost done with going through and adding my feedback. The Identification of Priority Health Problems/Needs (30-40 pts) needs to be specifically spelled out as something that the community health nurse can address and again laid out as outlined in the assignment instructions

Your paper includes a Section 9 but (worth 60-90 pts) but this was to he specifically written as 6-8 community nursing diagnoses which are not included in the groups paper submission. These were to be based off your priority identified priority needs. I feel you have the information in the data you have collected it is a matter of organizing it to identify priority community needs/problems and then writing the community nursing diagnoses. The last section needs to be written as Community Nursing Diagnoses which if not means you would miss out on 60-90 points in the assignment (which is a lot of points).

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

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.

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 7^th 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

• 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.

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

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.

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

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

PreviousNext

Due to COVID-19 you cannot do an actual family assessment with a family so in lieu of this; the assignment will entail each student choosing a movie from the list of movies below (if you have another movie in mind you may run it by me, but these are selected for the specific purpose of family assessment). Please send me your top 3 choices for movie selection for approval upon reviewing the assignment; I just don’t want more than one student choosing to do the same movie. See grading rubric

Each student will choose one of the following family movies from a list provided utilizing a Family Health System (FHS) approach. The assessment includes a holistic analysis of the interactive, developmental, coping, integrity, and health processes that emerged as relevant during the assessment which is completed while watching the movie.

The written assignment includes a discussion of the assessment and analysis of the family and the planning, implementation, and evaluation phases of the health promotion plan to address the needs of the family in a meaningful way, there is an emphasis on planning for the relevant community resources that the family would need in order to carry out health promotion activities. Compare and contrast the movie family’s characteristics and behaviors to the assessment criteria introduced in the online modules content and readings from the textbook and additional articles. Address each characteristic including specific examples from the movie to validate your analysis. You must use references (textbook, family theories textbook, at least 2 current professional journals articles, class notes, others), and these must be cited throughout your paper. The paper should be double spaced, APA 7^th edition with a title page and references (which do not count towards the total number of pages), and paper should be between 5-7 pages (not including the title, reference page or ecomap; now it can be shorter if you include all the content but not more). MAKE SURE TO READ ALL THE DIRECTIONS PRIOR TO WATCHING THE MOVIE SO THAT YOU KNOW WHAT YOU ARE LOOKING FOR AND CAN TAKE NOTES SO CERTAIN SCENES AND REACTIONS WILL HELP SUPPORT YOUR CLAIMS AND PROVIDE THE ASSESSMENT DATA YOU NEED!!!!!

Movie:

Precious (Lionsgate 1980)	Discrimination/Racism, Self-Identity, Developmental Concerns, Family Conflict, Poverty, Single Parenting Rural Health, Domestic Abuse	HBO Max, I-tunes ($3.99), Amazon ($3.99)

II.Presentation and Assessment of the Family:

A.Assessment of the family story: The nurse gathers data from a variety of sources to see the whole picture of the family experience using a selected family theoretical approach.

a.Provide a brief overview of the film. Introduce all family members and identify general family structure and processes, including family interaction patterns making sure to include those outlined below.

b.Identify one member of the family that you will focus upon as your primary client (this should be on one of the main characters in the movie so that you can gather as much information for the assessment as possible).

c.Identify a family theoretical approach that you will use to assess the family as a whole. Provide a rationale for your choice of theory. Though your textbook describes some of these theories is does not do so in great detail, I have included a chapter by Kaakinen & Hanson (2010) that gives you a detailed template by which to frame your movie family. (Choose from one of the following)

Family Systems Theory (good review provided in supplemental document) p. 73-76

Developmental and Family Life Cycle Theory (76-81)

Bioecological Systems Theory (81-85)

Family Cycle of Health and Illness Model (85-88)

Family Assessment and Intervention Model (88-96) (this could allow you to use the Family Systems Stressor-Strength Inventory (FS31) for your chosen movie family)

B.Use the selected family theory to provide a structure for presenting your assessment data for the family and primary client which is reflected in the overview of the family that includes descriptions and supporting evidence about the family processes, general family structure and family interaction patterns making sure to include each of the following: make sure that you support each of these with supporting data from the movie these are not yes or no responses but rather require thoughtful and reflective responses using evidence from the movie to support your claims)

a.Physical and psychosocial condition

b.Environment and sociocultural factors; values, beliefs, and rituals

c.Nutritional status and medications (when applicable)

d.Use of health care resources and/or alternative medicine

e.Medical diagnoses (when applicable)

f.How client’s condition affects the family and their reactions

g.Family perceptions of health

h.Strengths of the family

C.Include a computer-generated or hand-drawn ecomap in the appendix of the paper. Examples of how to conduct and generate an ecomap can be found both in your textbook and in the supplemental book Chapter provided in your assignment section: Kaakinen (2010): https://youtu.be/xTjrkFneXr8

III.Analysis of the Family and Identification and Prioritization of Needs/Nursing Diagnoses

A.Analyze ecomap being specific regarding the family’s relationship to the environment.

B.Analysis of family story: The nurse clusters the data into meaningful patterns to see how the family is managing the health or family event. The family needs are prioritized using the Family Reasoning Web which includes the following categories and may include some information you gathered in the previous section of the paper. (Additional information about this can be found in the Kaakinen, 2010 chapter attached to the assignment). Make sure that you support your assessment data for each of the categories with supporting data from the movie these are not yes or no responses but rather require thoughtful and reflective responses using evidence from the movie to support your claims)

oFamily routines of daily living (i.e., sleeping, meals, childcare, exercise)

oFamily communication

oFamily supports and resources

oFamily roles

oFamily beliefs

oFamily developmental stage

oFamily health knowledge

oFamily environment

oFamily stress management

oFamily culture

oFamily spirituality

C.Determine Needs & Nursing Diagnoses: Identify and prioritize needs of both the family and individual client (a minimum of 3 and a maximum of 5 each for family and client; meaning you will have 3 to 5 for client and 3 to 5 for family) using the categories of the Family Reasoning Web (remember that the client is seen from within the larger family theoretical understanding and the diagnoses; outcomes, and interventions need to involve family aspects).

D.Based on the identified needs, generate appropriate nursing diagnoses (in complete NANDA format) for each. Be sure that the relationship between the need and nursing diagnosis is clearly articulated in the narrative and supported (also meaning you will have 3-5 nursing diagnoses for the client and 3-5 nursing diagnoses for the family). (See additional resources to help guide you in writing appropriate nursing diagnoses for the family and client within a family guided assessment process; meaning though you are writing client nursing diagnoses these cannot be separate from the family and must integrate the family). MAKE SURE THAT YOUR ARE USING 2018-2020 APPROVED NURSING DIAGNOSES WITH CORRECT R/T AND AEB; for these Risk for should not be priority nursing diagnoses for client or family unless there is STRONG EVIDENCE TO THE CONTRARY).

IV.Develop a plan of care including nursing interventions, rationales, and evaluation. (Nursing Care Plan) This can be presented as a chart if that is an easier way to present the data.

A.Identify one priority nursing diagnosis from the 3-5 identified in previous section for both the family and the primary client (THESE CANNOT BE RISK FOR NURSING DIAGNOSES) (make sure that the nursing diagnosis is appropriate meaning you need to know how the nursing diagnosis is defined according to your NANDA 2018-2020 book)

a.Identify at least 3 outcomes related to the client priority nursing diagnosis, along with a minimum of 5 interventions with rationales addressing the stated client outcomes (rationales MUST be supported with evidence from the literature whether from community textbook, medical surgical textbook or other sources BUT MUST BE REFERENCED) and proposed evaluation of client outcomes. MAKE SURE THAT YOUR OUTCOMES AND INTERVENTIONS ARE SPECIFIC TO YOUR CLIENT AND FAMILY AND NOT GENERIC (what I mean is you may use the NANDA book to help you identify outcomes and interventions but then these need to be tailored so that they specifically are addressing your client and family; NOT GENERAL BUT SPECIFIC OUTCOMES AND INTERVENTIONS. These outcomes and interventions should not be able to apply to the entire population of patients who are facing the same condition of your client in the movie).

b.Identify at least 3 outcomes related to the identified family priority nursing diagnosis, along with a minimum of 5 interventions with rationales addressing the stated family outcomes (rationales MUST be supported with evidence from the literature whether from community textbook, medical surgical textbook or other sources BUT MUST BE REFERENCED) and proposed evaluation of family outcomes. AGAIN, THE OUTCOMES AND INTERVENTIONS NEED TO RELATE TO THE NURSING DIAGNOSIS AND BE SPECIFIC TO THE SELECTED FAMILY; NOT GENERIC TO EVERY FAMILY!!

B.Conclusion: based on your knowledge of the movie family and from within the family theoretical approach that you used; describe any potential barriers to your planned client and family interventions; what additional community resources might the community health nurse provide for the family moving forward; make sure to support your claims with rationales or examples of observations made from the film. Include a brief summary and conclusions about your overall assessment of the movie client and family.

V.Structure and Organization of Paper:

A.Content is developed logically, expressed clearly, and good mechanics of writing are exemplified throughout the paper

B.Use APA Format, 7^th edition.

C.Sufficient references must be included to support ideas. Reference list must include current articles from two different professional journal articles and one family theory textbook, (which I have provided for you) and source supporting planned rationales.

Resources for writing NANDA Nursing Diagnoses:

Nursing diagnoses for client will be NANDA and the family nursing diagnoses will also stem from the Family Nursing Process. If it has been some time since you have had to write nursing diagnoses it is important to review how to write r/t and your AEB to apply to your family assessment: (I have also included some resources with the assignment that may be helpful to you including a chapter by

NANDA Diagnoses resource with r/t and AEB information: (lots of ads so please be careful when using this site better to use your NANDA Diagnosis book) https://www.nandadiagnoses.com/

Kaakinen, J. R. (2010). Family nursing process: Family nursing assessment models. J. R. Kaakinen, V. Gedaly-Duff, D. P. Coehlo, & S. M. H. Hanson (Eds), Family health care nursing: Theory, practice, and research (4^th ed., pp. ). F. A. Davis Company.

Kaakinen, J. R., & Hanson, S. M. (2010). Theoretical foundations for the Nursing of families. In J. R. Kaakinen, V. Gedaly-Duff, D. P. Coehlo, & S. M. H. Hanson (Eds), Family health care nursing: Theory, practice, and research (4^th ed., pp. 63-102). F. A. Davis Company. http://www.sbmu.ac.ir/uploads/FamilyHealthCare2010,Book.pdf

Sara RN provides a great overview of developing nursing careplan: https://youtu.be/07Z4ywfmLg8

Resources: GREAT GUIDE TO REFRESH ON HOW TO CORRECTLY WRITE A FULL NURSING DIAGNOSIS WITH CORRECT R/T AND AEB: https://nurse.org/resources/nursing-diagnosis-guide/

Nurselabs: Family Nursing Care Plan: Assessment and Diagnoses in Family Nursing Practice: PLEASE RECOGNIZE THIS IS A GUIDE AND THAT YOU NEED TO REFER TO YOUR NANDA 2018-2020 BOOK FOR THE ACTUAL NURSING DIAGNOSES!!!!!!! https://nurseslabs.com/family-nursing-care-plan-assessment-diagnoses-in-family-nursing-practice/

Family Relationships which discuss nursing diagnoses for both client and family may include:

Dysfunction family processes

Interrupted family processes

Readiness for enhanced family processes

ØAdditional nursing diagnoses that may apply to client and family may include (this is not a complete list and you will need to use NANDA 2018-2020 list of nursing diagnoses and determine what is priority for your movie client and family.

oCompromised family coping

oDisabled family coping

oReadiness for enhanced family coping

oCaregiver role strain

oRisk for caregiver role strain

oImpaired parenting

oReadiness for enhanced parenting

oIneffective relationship

oReadiness for enhanced relationship

oParental role conflict

oIneffective role performance

oImpaired social interaction

In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

• Provide an overview of the article you selected.
  • What population (individual, group, or family) is under consideration?
  • What was the specific intervention that was used? Is this a new intervention or one that was already studied?
  • What were the author’s claims?
• Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?
• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.
• Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.
• Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

___________________________________________________________________________________________________

Topic: 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.

• Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
• 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:

• 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.
• Summary of community assessment: (a) funding sources and (b) partnerships.
• Summary of interview with community health/public health provider.
• Identification of an issue that is lacking or an opportunity for health promotion.
• 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.

• 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.

Write a 4-6-page report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance, with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard.

Introduction

In the era of health care reform, many of the laws and policies set forth by government at the local, state, and federal levels have specific performance benchmarks related to care delivery outcomes that organizations must achieve. It is critical for organizational success that the interprofessional care team is able to understand reports and dashboards that display the metrics related to performance and compliance benchmarks.

Maintaining standards and promoting quality in modern health care are crucial, not only for the care of patients, but also for the continuing success and financial viability of health care organizations. In the era of health care reform, health care leaders must understand what quality care entails and how quality in health care connects to the standards set forth by relevant federal, state, and local laws and policies. An understanding of relevant benchmarks that result from these laws and policies, and how they relate to quality care and regulatory standards, is also vitally important.

Health care is a dynamic, complex, and heavily regulated industry. For this reason, you will be expected to constantly scan the external environment for emerging laws, new regulations, and changing industry standards. You may discover that as new policies are enacted into law, ambiguity in interpretation of various facets of the law may occur. Sometimes, new laws conflict with preexisting laws and regulations, or unexpected implementation issues arise, which may warrant further clarification from lawmakers. Adding partisan politics and social media to the mix can further complicate understanding of the process and buy-in from stakeholders.

Note: Your evaluation of dashboard metrics for this assessment is the foundation on which all subsequent assessments are based. Therefore, you must complete this assessment first.

Write a report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard.

Review the performance dashboard metrics, as well as relevant local, state, and federal laws and policies. Consider the metrics that are falling short of the prescribed benchmarks. Structure your report so that it will be easy for a colleague or supervisor to locate the information they need, and be sure to cite the relevant health care policies or laws when evaluating metric performance against established benchmarks.

Note: Remember that you can submit all, or a portion of, your draft report to Smarthinking 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.

Preparation

Choose one of the following three options for a performance dashboard to use as the basis for your evaluation:

Option 1: Dashboard Metrics Evaluation Simulation

Use the data presented in the Dashboard and Health Care Benchmark Evaluation multimedia activity as the basis for your evaluation.

Note: The writing that you do as part of the simulation could serve as a starting point to build upon for this assessment.

Option 2: Actual Dashboard

Use an actual dashboard from a professional practice setting for your evaluation. If you decide to use actual dashboard metrics, be sure to add a brief description of the organization and setting that includes:

• The size of the facility that the dashboard is reporting on.
• The specific type of care delivery.
• The population diversity and ethnicity demographics.
• The socioeconomic level of the population served by the organization.

Note: Ensure your data are Health Insurance Portability and Accountability Act (HIPAA) compliant. Do not use any easily identifiable organization or patient information.

Option 3: Hypothetical Dashboard

If you have a sophisticated understanding of dashboards relevant to your own practice, you may also construct a hypothetical dashboard for your evaluation. Your hypothetical dashboard must present at least four different metrics, at least two of which must be underperforming the prescribed benchmark set forth by a federal, state, or local laws or policies. In addition, be sure to add a brief description of the organization and setting that includes:

• The size of the facility that the dashboard is reporting on.
• The specific type of care delivery.
• The population diversity and ethnicity demographics.
• The socioeconomic level of the population served by the organization.

Note: Ensure your data are HIPAA compliant. Do not use any easily identifiable organization or patient information.

Instructions

Note: Your evaluation of dashboard metrics for this assessment is the foundation on which all subsequent assessments are based. Therefore, you must complete this assessment first.

Write a report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard.

Review the performance dashboard metrics, as well as relevant local, state, and federal laws and policies. Consider the metrics that are falling short of the prescribed benchmarks. Structure your report so that it will be easy for a colleague or supervisor to locate the information they need, and be sure to cite the relevant health care policies or laws when evaluating metric performance against established benchmarks.

Requirements

The report 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, be sure to note the requirements for document format and length and for supporting evidence.

• Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies.
  • Which metrics are not meeting the benchmark for the organization?
  • What are the local, state, or federal health care policies or laws that establish these benchmarks?
  • What conclusions can you draw from your evaluation?
  • Are there any unknowns, missing information, unanswered questions, or areas of uncertainty where additional information could improve your evaluation?
• Analyze one challenge that meeting prescribed benchmarks can pose for a heath care organization or interprofessional team.
  • Consider the following examples:
    • Strategic direction.
    • Organizational mission.
    • Resources.
    • Staffing.
    • Financial: Operational and capital funding.
    • Logistical considerations: Physical space.
    • Support services (any ancillary department that gives support to a specific care unit in the organization, such as pharmacy, cleaning services, dietary, et cetera).
    • Cultural diversity in the organization and community.
    • Procedures and processes.
  • Address the following:
    • Why do the challenges you identified contribute, potentially, to benchmark underperformance?
    • What assumptions underlie your conclusions?
• Evaluate a benchmark underperformance in a heath care organization or interprofessional team that has the potential for greatly improving overall quality or performance.
  • Focus on the benchmark you chose to target for improvement. Which metric is underperforming its benchmark by the greatest degree?
  • State the benchmark underperformance that is the most widespread throughout the organization or interprofessional team.
  • State the benchmark that affects the greatest number of patients. Which benchmark affects the greatest number of staff?
  • Include how this underperformance affect the community that the organization serves.
  • Include the greatest opportunity to improve the overall quality of care or performance of the organization or interpersonal team and, ultimately, to improve patient outcomes, as you think about the issue and the current poor benchmark outcomes.
• Advocate for ethical action, directed toward an appropriate group of stakeholders, to address a benchmark underperformance.
  • Who would be an appropriate group of stakeholders to act on improving your identified benchmark metric?
  • Why should the stakeholder group take action?
  • What are some ethical actions the stakeholder group could take that support improved benchmark performance?
• Organize content so ideas flow logically with smooth transitions.
  • Proofread your report, 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 evaluation and analysis.
• Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
  • Be sure to apply correct APA formatting to source citations and references.

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:

• Assessment 1 Example [PDF].

Report Format and Length

Format your report using APA style.

• Use the APA Style Paper Template [DOCX]. An APA Style Paper Tutorial [DOCX] is also provided to help you in writing and formatting your report. Be sure to include:
  • A title page and references page. An abstract is not required.
  • A running head on all pages.
  • Appropriate section headings.
• Be sure your report is 4–6 pages in length, not including the title page and references page.

Supporting Evidence

Cite 4–6 credible sources from peer-reviewed journals or professional industry publications to support your analysis of challenges, evaluation of potential for improvement, and your advocacy for ethical action.

Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is 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: You may choose to save your report to your ePortfolio.

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: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
  • Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization or interprofessional team.
• Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
  • Advocate for ethical action, directed toward an appropriate group of stakeholders, to address a benchmark underperformance.
• Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations.
  • Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies.
  • Evaluate a benchmark underperformance in a heath care organization or interprofessional team that has the potential for greatly improving overall quality or performance.
• Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.
  • Organize content so ideas flow logically with smooth transitions.
  • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.

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.

• 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 35 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:

  • American Red Cross.
  • Habitat for Humanity.
  • United Way.
  • Doctors Without Borders.
  • The Salvation Army.
  • United Nations Children’s Fund (UNICEF).
  • Federal Emergency Management Agency (FEMA).
  • Centers for Disease Control and Prevention (CDC).
  • National Center for Transgender Equality.
  • National Resource Center on LGBT Aging.
  • Advocacy & Services for LGBT Elders.
  • Equal Justice Initiative.
  • National Alliance to End Homelessness.
  • Urban Triage.
  • World Health Organization.
  • The Arc: For People With Intellectual and Developmental Disabilities.
  • Alliance for Retired Americans.
  • Futures Without Violence.
  • Blue Campaign: What Is Human Trafficking?
  • Covenant House.
  • Cultural Survival.

  Note: Remember that you can submit all, or a portion of, your draft research paper 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

  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 35 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 35 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.

• SCORING GUIDE

  Community Resources Scoring Guide

  CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
  Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.	Does not describe an organization’s mission and vision as they relate to public health.	Partially describes how an organization’s mission and vision as they relate to public health.	Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements.	Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements. Draws well-reasoned, logical conclusions about the organization’s work and provides a specific, relevant example of how a local and/or global initiative supports the organization’s 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 a community.	Does not describe how an organization promotes equal opportunity and improves the quality of life in a community.	Describes how an organization promotes equal opportunity and improves the quality of life in a community.	Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community.	Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community, with regard to the effects of social, cultural, economic, and physical barriers and their implications for the organization and community.
  Assess the impact of funding sources, policy, and legislation on an organization’s service delivery.	Does not identify funding sources, policy, and legislation related to on an organization’s service delivery.	Identifies funding sources, policy, and legislation related to an organization’s service delivery.	Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery.	Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery. Provides clear insight into the potential implications of funding decisions, policy, and legislation for community members.
  Explain how an organization’s work impacts the health and/or safety needs of a local community.	Does not explain how an organization’s work impacts the health and/or safety needs of a local community.	Describes an organization’s work in community health and safety.	Explains how an organization’s work impacts the health and/or safety needs of a local community.	Explain how an organization’s work impacts the health and/or safety needs of a local community, and offers creative or insightful ideas about 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.	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.

• 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:

  • Complete the Vila Health: Effective Interpersonal Communications simulation.
  • Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
  • Review the MacLeod article, “Making SMART Goals Smarter.”

  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.

The subject of this assignment is :Health history and it will be based on the health history interview questions for patient as a nurse practitioner . In other words it should focus on the concept of health history assessment in regard to the patient as viewed and implemented by nurse practitioners.

The following represents vital information (including rubric and components)

1. This paper will be appraised on the quality of the information, inclusion of at least one evidence-based scholarly source, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content details below).
2. Scholarly sources: Only scholarly sources are acceptable for citation and reference in this course. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Current outside scholarly sources must be published with the last 5 years.
3. The length of the paper is to be no less than 1,500 words, excluding title page and reference list.
4. APA format (current edition) is required in this assignment, explicitly for in-text citations and the reference list. Use 12-point Times New Roman font with 1 inch margins and double spacing.
5. Organize the headings and content of your paper using the outline below:
   • If you are writing this assignment for Week 1, select the Health History as the topic of the paper. – You will select Health History
   • Provide an overview of interviewing techniques.
   • Construct relevant health history questions (subjective data) pertaining to the body system. NOTE: If writing the assignment for Week 1, construct relevant health history questions for all body systems as included on the review of systems (ROS).
   • If writing this assignment for Week 1, provide the expected normal subjective findings for each body systems on the ROS.
   • If writing the assignment for Week 1, explain advanced interview techniques.
   • Analyze and discuss how you might adapt your physical assessment skills or interviewing techniques to accommodate each of the following specific populations:
     • Infant/pediatric
     • Pregnancy
     • Geriatric
   • If writing the assignment for Week 1, identify one disease process or condition that may significantly hinder conducting a Health History interview.
   • Synthesis and discuss the expected abnormal physical examination findings that may be associated with this disease or disease process.
   • Summarize the key points.
   • References in correct APA format

TITLE/POI: NURSING BURNOUT IN THE UNITED STATES

Obtain approval for your selected POI by the due date; once completed move to the steps below to complete the assignment.

INSTRUCTIONS

EBP Guideline/Position Statement Paper Steps: Do not start this section until you have received faculty approval for your topic.

Background Information for the assignment:

Health care policies are developed and implemented based on EBP. advanced practice nurses (APNs) serve a critical role in this implementation process: evaluating and critiquing EBP to inform, create and change the delivery of health care while guiding policy formation. Since policies promote the care of the patients, they are often governed by other agencies or organizations. For example, the World Health Organization describes health policy as actions that have been instituted by local, state and national government entities to influence health care outcomes. Even the International Council of Nurses feels that EBP is a problem-solving approach that influences decision making in the clinical setting (Hall & Roussel, 2017, p. 248-249).

APNs must determine the strength of the recommendations and guidelines to regulate whether policy changes are warranted. Through this process the APN may begin with a clinical question in mind before searching the literature on the proposed changes needed. This question is typically presented in a PICO framework, which shapes how the question is searched, the outcomes intended, and timing of those outcomes (Hall & Roussel, 2017, Ch. 14). PICO stands for Patient or Population; Intervention; Comparison and Outcome.

Step 1: Introduction

A good introduction should be no more than 1 paragraph grabbing the reader’s attention providing insight to the POI and significance to the APN’s role. End with a strong thesis or purpose statement. Note: the thesis should be condensed to 1 brief purpose statement.

Step 2: POI Significance:

Discuss why this POI is significant to your role as an APN. How will it change practice? Why did you select this topic? Next, discuss all 3 measures: structural, process and outcomes by comparing them to one another or identifying how/what is different. What expected structural, process OR outcome measures are you hoping to see with instituting a change in practice? You must clearly identify the measure you are evaluating in this example and it should relate directly to your POI. To see a more thorough discussion on these measures, review the following information.

AHRQ Structural, Process or Outcome Measures– (Links to an external site.)this link provides an overview of process, structural and outcome measures. Be sure to specify the type of measure you would expect with your implementation of EBP into practice. You must show understanding of the measure itself in your discussion.

Step 3 PICO :

You will include a PICO framework AND the clinical question in this section. Follow these directions as specified.

Outline the PICO framework by listing (do not write in a paragraph format) P-population or patients, I-intervention, C-comparison, and O-outcomes as it relates to your POI. Then develop the clinical question by including all parts of the PICO framework in the question. Be as specific as possible in both the PICO framework development and clinical question and avoid phrases such as: “compared to the standard practice” , or “compared to the current practice” because faculty do not know what the normal practice or standard practice is at your facility.

EXAMPLE: Be sure to include a heading for this section i.e. PICO/Clinical Question.

PICO -center this heading p. 48-49 APA book

P: children in the acute care setting that are between 3 and 18 years of age, not including non-verbal children

I: implementation of non-pharmacologic pain interventions i.e. (art therapy, music, dim lights, etc.).

C: pharmacologic interventions (Tylenol, motrin, narcotics)

O: more effective at reducing pain as measured by decreased pain ratings on approved pain scales, stable vital signs, behavior

Clinical Question: In pediatric patients aged 3 years to 18 years (P) is the implementation of non-pharmacologic pain interventions (I) more effective (O) than pharmacologic interventions (C ) in reducing pain as evidence by: decreased pain ratings, stable vital signs, behavior assessments?

Step 4 Tool Completion:

To provide an overview of the guideline OR position statement use the tool below. You will need to address each question or section of the tool as it applies to the required information; missing information may cause you to lose points. You must submit the completed tool with the assignment. Please attach the completed tool separately to the assignment area. Faculty need to see your analysis of the guideline for full credit.

Evaluation tool for Guideline OR Position statement PDF Download Evaluation tool for Guideline OR Position statement PDF

Evaluation Tool for Guideline OR Position Statement Word Document Download Evaluation Tool for Guideline OR Position Statement Word Document

Step 5 Critique of Guideline/Position Statement:

Critique the guideline or position statement by discussing ALL of the following and including appropriate support from your guideline/statement selection:

(1) purpose/aim of the recommendation/postition statement-are they clear, current and relevant to your population?

(2) Recommendations or objectives of the guideline/statement

(3) Who (authors, groups, organizations) developed the guideline/position statement and what biases or funding did they receive? Did the authors, groups or organization have a valued interest in the guideline, why or why not? Remember to consider the author’s role professionally as part of your answer.

(4) Describe if they information is credible and justify your answer. What makes information credible? Is their truth in the data, interventions recommended, or studies used to support recommendations, how do you know?

(5) What levels of evidence were used to support each recommendation statement-look at the studies and resources used to develop the guideline or position statement. What levels of evidence were these resoruces/studies? Are those individual studies/resources of strong or weak on the evidence hierarchy? How do you know and does it influence the overall recommentation or guideline?

(6) Based on the level of evidence used to support the recommendation statements, is the overall quality of that evidence high/low and how does that influence your decision to implement this recommendation or practice guideline into your practice? Fully support with evidence from the literature.

Step 6 Quality Improvement:

Explain how this guideline or position statement would impact uality improvement by addressing 2 of the bioethical principles: justice, autonomy, beneficience, or nonmalficence. Students must demonstrate full understanding of each principle discussed.

Step 7 Conclusion:

Conclude the entire paper by summarizing each section. Do not repeat what you did in the paper, but summarize the findings. Never include new findings in the conclusion.

Step 8 Guideline/Position Statement Link or Attachment:

Include a copy of the full guideline or position statement as an attachment or merged to the paper after the resources. Faculty must be able to have full and direct access to your guideline or position statement to determine if you selected and analyzed accordingly on your tool to receive full credit. If you are reviewing a guideline or position statement that has been updated, than you must be sure to provide the full and original guideline/position statement for your faculty. Therefore, you may need to submit more than 1 document for step 8 to satisfy this rubric item.

Step 9 Turnitin:

You are required to submit this paper to Turnitin. Review the originality report and change any phrases or sentences that you need to. You can re-submit the assignment if needed. Failure to submit to Turnitin by the due date will result in a late penalty deduction.

See Rubric for specific guidelines on scholarship deductions.

Page limit: 6 max pages excluding title page, references and any attachments included. Students should write in third person only for all sections of this paper. First person pronouns are not permitted. Paper should be submitted to the Assignment area.

References: you should include at least 2 additional peer reviewed references other than the guideline or position statement selected. The references and guideline/position statement should be current, no older than 5 yrs. unless that guideline or position statement remains the gold standard (support with evidence).

Upload as a Microsoft Word or Adobe PDF to the assignment area. Be sure you have also submitted the completed appraisal tool and a copy of the guideline or position statement.

To see the rubric, go the next section of the Module and click on the Rubric link.

RUBRIC

• Please review the Directions for Assignment and video in the Module.
• All assignments are to be submitted electronically within the course as a Microsoft Word or PDF document. More than 1 document can be attached to the assignment. The paper should also be submitted to turnitin and exclude title page, references or attachments when submitting to the turnitin repository. Students are responsible for reviewing their turnitin reports and making changes prior to the final submission date. Students must still submit their final paper to the assignment area.
• Students are NOT permitted to use first person in this writing.
• Please pay particular attention to the due date of the assignment. The “accept until” or “re-submission date” is only permitted upon extenuating circumstance or incorrect submission format. Deductions apply to students not submitting by the DUE DATE posted on the course schedule as described in the syllabus.
• Point AllocationsPoints may be adjusted higher or lower than specific allocated points for each criteria. For example, you may receive 1.25 points instead of 1.0 or 1.5 points as indicated in the column depending on the criteria that was met or unmet. This may apply to any of the criterion and will be based on faculty discretion.
• Printing: apply the landscape mode and print to a pdf for the best view.
• Here is a copy: EBP Guideline_Position Statement Paper-7.pdf Download EBP Guideline_Position Statement Paper-7.pdf

Rubric

EBP Guideline/Position Statement Paper

EBP Guideline/Position Statement Paper

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeIntroductionIn one paragraph, the student should: 1. Introduce the topic to the reader in 2-3 sentences to grab the reader’s attention. -student should introduce Phenomenon of Interest (POI) topic to reader 2. Conclude this paragraph with a clear and concise statement informing the reader of the purpose or primary objective of the paper/discussion.	0.5 to >0.38 pts Met or Exceeds Criteria The information provides an introduction to the topic followed by a well stated, concise thesis statement. Minimal to no information or details lacking. 0.38 to >0.25 pts Met Minimum Criteria Students met minimum requirements for introduction by including a few attention grabbing statement and a thesis statement. Organization or detail may be lacking. 0.25 to >0.0 pts Missing Significant Criteria Information fails to address the required elements and the introduction or thesis statement may not be included. 0 pts Missing Introduction and/or thesis statement missing.	0.5 pts
This criterion is linked to a Learning OutcomePhenomenon of Interest ApprovalIdentified an appropriate POI using the criteria provided in the POI discussion area of the course by the due date listed on the schedule.	1 to >0.75 pts Met or Exceeds Criteria Student successfully completed the POI discussion topic approval process with required elements by the due date in the course. Minimal to no information or details lacking. 0.75 to >0.5 pts Met Minimum Criteria POI appropriately identified, but may not have followed specific discussion directions/feedback provided OR did not obtain approval by due date. 0.5 to >0.0 pts Missing Significant Criteria Student partially met POI topic requirement AND was late in posting to the discussion area. 0 pts Missing Student did not submit a POI topic by the due date or did not submit for POI topic approval.	1 pts
This criterion is linked to a Learning OutcomePOI SignificanceDiscuss the significance of the POI selection to the APN’s role or practice area. Explain the differences among process, structural and outcome measures. Provide an example of one measure related to your POI. clearly identifying the type of measure in the example. This section should be fully supported with peer reviewed resources.	3 to >2.25 pts Met or Exceeds Criteria Significance clearly indicated in discussion and is applied to the role of APN. Student provides a thorough discussion on the 3 measures and offers a measurable structural, process or outcome measure that is expected from implementing a change in practice. This section is fully supported with peer reviewed references. Minimal to no information or details lacking. 2.25 to >1.5 pts Met Minimum Criteria This section does not fully address this rubric requirement by missing some information in any of the categories below: -significance of POI to APN’s role or practice area -Differences among structural, process or outcome measures -Example of one measure, clearly identying the type of measure -support from peer reviewed references 1.5 to >0.0 pts Missing Significant Criteria This section is missing significant details in this rubric requirement by missing some information in any of the categories below: -significance of POI to APN’s role or practice area -Differences among structural, process or outcome measures -Example of one measure, clearly identying the type of measure -support from peer reviewed references 0 pts Did Not Meet Full Criteria Student missing all this requirement OR is lacking in detail the significance related to the POI and significance to the APN role and/or expected structural, process or outcome measure. This discussion is not fully supported with peer reviewed references.	3 pts
This criterion is linked to a Learning OutcomePICO/Clinical QuestionIdentifies the criteria for P,I,C,O and includes a well written clinical question that includes PICO framework. Constructs PICO Framework & clinical question in correct format for course assignment.	5 to >3.75 pts Met or Exceeds Criteria Student fully addressed the required elements in development of PICO framework and clinical question demonstrating full understanding of this section. Included in correct format. Minimal to no information or details lacking. 3.75 to >2.5 pts Met Minimum Criteria Student identified PICO and clinical question. Minimal details missing in 1 area of PICO with all components included in clinical question. PICO and clinical question in correct format for course assignment. 2.5 to >0.0 pts Missing Significant Criteria Student partially addressed the required elements of the PICO framework and clinical question. Details missing in 2 or 3 of the PICO areas. Full understanding of elements of PICO framework and/or clinical question were not demonstrated. May or may not be in correct format. 0 pts Missing Student did not meet all requirements for development of the PICO framework and/or development of a clearly written clinical question that includes PICO framework. Missing significant details in at least 3 or more areas of PICO and/or clinical question. May or may not be in correct format.	5 pts
This criterion is linked to a Learning OutcomeTool CompletionStudent demonstrated understanding of critique by completing the appraisal tool as designated in the module directions. Completed appraisal tool is submitted with the paper.	1 to >0.75 pts Met or Exceeds Criteria Student addressed each component of the tool demonstrating understanding of the critique. Tool submitted correctly with assignment. Minimal to no information or details lacking. 0.75 to >0.5 pts Met Minimum Criteria Tool missing minimal data; submitted correctly with assignment. 0.5 to >0.0 pts Missing Significant Criteria Student did not address each component of the tool OR failed to show full understanding of the critique. May or may not be submitted correctly with assignment. 0 pts Missing Student did not submit tool with assignment OR student did not select the correct guideline, position statement or practice recommendation.	1 pts
This criterion is linked to a Learning OutcomeCritique of Guideline/Position StatementStudent demonstrated understanding of analysis by including a full discussion on each of the following points: 1. Purpose/aim of the recommendation/position statement (1 point) 2. Recommendations or objectives of the guideline/position statement (1 point) 3. Who (authors, groups, organizations) developed the guideline or position statement and what biases or funding did they receive. Did the authors, organization, groups have a valued interest in the guideline, why or why not? (2 points) 4. Describe if the information is credible and justify your answer (2 points) 5. Levels of evidence used to support recommendations. Specifically identify and detail the number of resources used, study design and strength of research used to form the guideline or position statement (2 points) 6. Describe the overall influence the quality of evidence (answered in #5) has on the APN’s decision to implement or not implement this recommendation in practice. (1 point) Students may have additional points deducted if the incorrect guideline, position statement or practice recommendation is selected for this assignment as these items can not be discussed appropriately. All elements are well supported throughout discussion.	9 to >6.75 pts Met or Exceeds Criteria Student addressed in appropriate detail all requirements for discussion demonstrating a full analysis of guideline or position statement. Minimal to no information or details lacking. 6.75 to >4.5 pts Met Minimum Criteria Student demonstrated a minimum level of understanding of analysis by meeting the basic requirements of the criterion. Details missing in one or more of the criterion and/or the discussion may not be well supported throughout the discussion. 4.5 to >0.0 pts Missing Significant Criteria Student missing significant details in one or more criterion and/or did not address all criterions in the discussion. Significant support missing from the discussion. 0 pts Missing Student did not address the criterion and/or did not demonstrate understsanding of the material required in each criterion. Significant content was missing from discussion. Lacking sufficient support for the discussion.	9 pts
This criterion is linked to a Learning OutcomeQuality ImprovementStudent addresses how the guideline or position statement impacts quality improvement by addressing 2 of the bio ethical principles: justice, autonomy, beneficence, or nonmaleficence. Student must demonstrate understanding of each principle and how it applies to guideline or POI. Peer reviewed resources should be included in the discussion.	2 to >1.5 pts Met or Exceeds Criteria Student fully addressed 2 bio ethical principles with appropriate detail in discussion. Demonstrated full understanding of each principle and how it applies to guideline or POI. Peer reviewed resources included in the discussion. Minimal to no information or details lacking. 1.5 to >1.0 pts Met Minimum Criteria Student addressed at least 2 bio ethical principles, but was missing details to support discussion, including adequate support from peer reviewed resources. OR Student may have only addressed 1 bioethical principle. 1 to >0.0 pts Missing Significant Criteria Student lacking details in discussion in one or both of the bioethical principles. Appropriate support demonstrating full understanding of principles may be lacking. 0 pts Missing Student failed to discuss 2 bio ethical principles with accurate support in discussion to demonstrate full understanding.	2 pts
This criterion is linked to a Learning OutcomeConclusion1. Summarize the major points of the paper in one (1) paragraph. 2. No new information or references should be included in this section.	0.5 to >0.38 pts Met or Exceeds Criteria The information fully summarizes the main points of the paper/discussion, without including any new information or references. Minimal to no information or details lacking. 0.38 to >0.25 pts Met Minimum Criteria Information summarized with minimal detail. 0.25 to >0.0 pts Missing Significant Criteria The information did not adequately summarize the main points of the paper/discussion. New information or references may have been introduced. 0 pts Missing Student did not address or poorly addressed in one (1) sentence.	0.5 pts
This criterion is linked to a Learning OutcomeGuideline or Position Statement AttachmentStudent included with the assignment: Copy of the guideline or position statement with the assignment for full credit. Selecting an incorrect “guideline or position statement” will result in additional points lost on the paper. If you submit an update to a guideline or position statement than you must also submit the full and original guideline with this assignment.	0.5 to >0.25 pts Met or Exceeds Criteria Student submitted the guideline or position statement with the paper by the due date/time. Student correctly identified an appropriate guideline or position statement related to their approved POI. Minimal to no information or details lacking. 0.25 to >0 pts Missing Student did not submit the guideline or position statement by the due date/time OR student did not correctly select an appropriate guideline or position statement related to the approved POI. Did not submit the full guideline.	0.5 pts
This criterion is linked to a Learning OutcomeScholarshipDemonstrate Graduate Level Scholarship. Follows guidelines in the 7th Edition APA manual. 1. Formal, scholarly writing style, no first-person language. 2. Writing should be clear and concise. 3. Organize work by headings. 4. Full paper (except reference page, appendices and/or attachments) submitted to Turnitin with minimal similarity. 5. Correctly formatted title page included with page numbers formatted according to APA 7th edition standards. 6. Writing should be free of APA errors. 7. Paper to include a minimum of 2 peer-reviewed or scholarly references in addition to required EBP guideline and textbooks. 8. Citations and references follow APA 7th edition format. 9. Writing should be free of grammatical and spelling errors. 10. Paper not to exceed 6 pages excluding title page, reference page and any appendices. 11. Follow all assignments instructions/directions. 12. Additional deductions may apply for late submissions, plagiarism or lack of scholarship and professionalism in the assignment.	2.5 to >1.85 pts Met or Exceeds Criteria The student’s application of graduate level critical thinking, writing skills, and application of 7th edition APA format are exemplary. Faculty discretion may apply 1.85 to >1.25 pts Met Minimum Criteria The student’s application of graduate level critical thinking, writing skills, and application of 7th edition APA format are good with room for minor improvements. Additional assistance outside of class optional. Faculty discretion may apply. 1.25 to >0.0 pts Missing Significant Criteria The student’s application of graduate level critical thinking, writing skills, and application of APA format illustrates some competency with room for moderate improvements. Additional assistance outside of class recommended. See Student and CON Resources and Support for information on how to create an eTutoring account with the Center for Academic Excellence and/or help with Scholarly Writing. Faculty discretion may apply. 0 pts Missing The student’s application of graduate level critical thinking, writing skills, and application of APA format are absent with major improvements necessary. Additional assistance outside of class likely required for success in the course. See Student Resources and Support for information on how to create an eTutoring account with the Center for Academic Excellence and/or help with Scholarly Writing. Faculty discretion may apply.	2.5 pts
Total Points: 25

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.

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.

• ePortfolio.
  • This resource provides information about ePortfolio, including how to use the different features of the product.
• Online ePortfolio Guidelines [PDF].

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.

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:

• Vila Health: Quality Metrics Tracking.

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:

• APA Style Paper Template [DOCX].

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.

• ePortfolio.
  • This resource provides information about ePortfolio, including how to use the different features of the product.
• Online ePortfolio Guidelines [PDF].

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.

• Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.
  

  Introduction

  NOTE: You are required to complete this assessment before Assessment 4.The first step in any effective project is planning. This assignment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a particular health care problem.Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.

  Preparation

  Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.To prepare for this assessment, you may wish to:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
  • Allow plenty of time to plan your chosen health care concern.

  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

  Note: You are required to complete this assessment before Assessment 4.

  Develop the Preliminary Care Coordination Plan

  Complete the following:

  • Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to:
    • Stroke.
    • Heart disease (high blood pressure, stroke, or heart failure).
    • Home safety.
    • Pulmonary disease (COPD or fibrotic lung disease).
    • Orthopedic concerns (hip replacement or knee replacement).
    • Cognitive impairment (Alzheimer’s disease or dementia).
    • Pain management.
    • Mental health.
    • Trauma.
  • Identify available community resources for a safe and effective continuum of care.

  Document Format and Length

  • Your preliminary plan should be an APA scholarly paper, 3-4 pages in length.
    • Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.
  • In your paper include possible community resources that can be used.
  • Be sure to review the scoring guide to make sure all criteria are addressed in your paper.
    • Study the subtle differences between basic, proficient, and distinguished.

  Supporting Evidence

  Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

  Grading Requirements

  The requirements, outlined below, correspond to the grading criteria in the Preliminary 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.

  • Analyze your selected health concern and the associated best practices for health improvement.
    • Cite supporting evidence for best practices.
    • Consider underlying assumptions and points of uncertainty in your analysis.
  • Describe specific goals that should be established to address the health care problem.
  • Identify available community resources for a safe and effective continuum of care.
  • 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 with your patient in mind.
    • Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

  Additional Requirements

  Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents.Portfolio Prompt: Save your presentation to your ePortfolio.

  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.
    • Analyze a health concern and the associated best practices for health improvement.
  • Competency 2: Collaborate with patients and family to achieve desired outcomes.
    • Describe specific goals that should be established to address a selected health care problem.
  • Competency 3: Create a satisfying patient experience.
    • Identify available community resources for a safe and effective continuum of care.
  • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
    • 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.

• SCORING GUIDE

  Preliminary Care Coordination Plan Scoring Guide

  CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
  Analyze a health concern and the associated best practices for health improvement.	Does not analyze a health concern and the associated best practices for health improvement.	Attempts to analyze a health concern and the associated best practices for health improvement.	Analyzes a health concern and the associated best practices for health improvement.	Provides a perceptive analysis of a health concern and the associated best practices for health improvement. Provides credible evidence for best practices and articulates underlying assumptions and points of uncertainty in the analysis.
  Describe specific goals that should be established to address a selected health care problem.	Does not describe specific goals that should be established to address a selected health care problem.	Attempts to describe undefined goals that should be established to address a selected health care problem.	Describes specific goals that should be established to address a selected health care problem.	Describes specific goals that should be established to address a selected health care problem. Ensures that the goals are realistic, measurable, and attainable.
  Identify available community resources for a safe and effective continuum of care.	Does not identify available community resources.	Attempts to identify available community resources.	Identifies available community resources for a safe and effective continuum of care.	Identifies significant and available community resources for a safe and effective continuum of care. Provides a comprehensive list of resources, with credible evidence of their contribution toward improving community health.
  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.