How the patient education tool adheres to the principles and practices of cultural competence

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ITS IMPORTANT TO MEET THE REQUIREMENTS !

Create a one-page patient education tool that explains usage of a medication and factors that can affect outcomes. Then, write 2–3 pages in which you explain how the tool promotes patient safety and quality outcomes, and adheres to the principles and practices of cultural competence.

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

  • Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice.       
    • (IMPORTANT)  -Explain the appropriate use of a medication.
    • (IMPORTANT) -Explain how a patient education tool promotes patient safety related to pharmacology.
  • Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology.       
    • (IMPORTANT) -Identify specific factors that may affect the efficacy of a medication.
    • (IMPORTANT) -Describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication.
    • (IMPORTANT)  -Explain correct handling, storage, and disposal of a medication.
  • Competency 3: Apply the principles and practices of cultural competence with regard to pharmacological interventions.       
    • (IMPORTANT) -Explain how a patient education tool adheres to the principles and practices of cultural competence.
  • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing professional.       
    • (IMPORTANT) -Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
    • (IMPORTANT) -Correctly format paper, citations, and references using current APA style. 

Assessment Instructions 

Imagine your supervisor has asked you to develop a patient education tool for new medication starts in your current area of practice. This tool needs to provide important information to the patient, yet be concise enough to require no more than one page.

Preparation

Review the suggested list of possible topics in Part 1 of the Requirements and then search the Capella library and the Internet for supporting resources. You will need to provide support for the information you choose to include in the patient education tool.

Requirements

Complete both Part 1 and Part 2 of this assessment. You may submit both parts in one document or submit them as separate documents. Be sure you complete both parts!

Submit a total of 4–5 pages. Write no more than one page for Part 1. Write 2–3 pages, plus a separate reference page, for Part 2.

Part 1: Patient Education Tool

Complete the following:

  1. Choose one of the following topics as the basis for your patient education tool:      
    • Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.
    • Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia.
    • Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a patient who was discovered to have hypertension at a health screening at work.
    • Drugs for treating gastric acidity (Proton pump inhibitors/antacids/H2 blockers) for a patient complaining of chronic indigestion and heartburn.
    • Ear drops or eye drops (or both) for an elderly patient.
    • Any newly released medication for a patient in your area of practice. This might be a new drug for diabetes, hypertension, or arthritis or a new antibiotic.
  2. Include the following in your patient education tool:      
    • Explain appropriate use of the medication.
    • Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication.
    • Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of.
    • Explain correct handling, storage, and disposal of the medication.
    • Include any other information you feel would be beneficial and promote patient safety and quality outcomes.

You may format Part 1, the patient education tool, any way you wish, but be sure it is logical and understandable by the typical patient who would use it. Feel free to include pictures or diagrams to reinforce the information.

Part 2: Evidence-Based Practice

Provide evidence for the information you included in the patient education tool:

  • Explain how the information in the patient education tool promotes patient safety and quality outcomes.
  • Explain how the patient education tool adheres to the principles and practices of cultural competence. In other words, is the tool appropriate for all cultures, genders, ages, et cetera; or could it be easily adapted for specific needs?

Format Part 2 according to APA guidelines. This is not a document you would provide to a patient but, for this assessment, it will provide faculty with the academic and professional principles necessary to evaluate your work.

Additional Requirements

  • At least 2 current scholarly or professional resources.
  • For Part 2 only:      
    • Use Times New Roman font, 12 point, double-spaced font.

Health Promotion In Minority Population

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 Details:

Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.

In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:

  1. Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
  2. What are the health disparities that exist for this group? What are the nutritional challenges for this group?
  3. Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
  4. What health promotion activities are often practiced by this group?  
  5. Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
  6. What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?

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 and public health content.

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

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

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

The study of animal research to diabetes, cancer, neurological conditions

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This week, students will be completing a paper to address the following two case studies.

Greg Case Study:

Peggy and Gary had been married for five years, and had been trying to have a child. They had undergone artificial insemination and in vitro fertilization, but each pregnancy had resulted in a miscarriage. Peggy and Gary decide that surrogacy was their best option and placed an advertisement in the local college newspaper.

Josephine, a 21-year-old college student, answered the advertisement. At the time, she was dating a man named Jerry who she loved very much and hoped to marry. But Jerry had recently broken up with Josephine. Hoping to trick Jerry into marrying her, Josephine agreed to be the surrogate for Peggy and Gary. Using Peggy and Gary’s zygote, Josephine underwent in vitro fertilization and became pregnant. During the pregnancy Josephine underwent routine medical examinations, as required by the surrogacy contract. During one of the examinations, a genetic screening test was performed and it was discovered that the child had Down Syndrome. Peggy and Gary did not desire to have a child with Down Syndrome and in accordance with the surrogacy contract paid Josephine to undergo an abortion. In addition, Josephine contacted Jerry, telling him that she was carrying his child. Not wanting to be a husband or father at a young age, Jerry paid Josephine for an abortion as well. He then transferred to another school in a different state.

As a college student who could use the cash, Josephine gladly took the money for the abortion. But because of religious reasons she did not have an abortion and carried the child to term. She never told Peggy, Gary, or Jerry that she delivered a child. Unfortunately, being a single mother and college student was too much for Josephine. At three months, she took the child, whom she called Greg, to the local hospital and surrendered him under the state’s Safe Haven law.  

Address the following questions:

  1. Shortly after the child was surrendered, Jerry found out that Josephine had delivered a child, which he thought was his. Jerry’s parents completed the paperwork necessary to adopt Greg, because they could not fathom the idea of someone else raising their grandchild. Should Jerry’s parents be allowed to adopt Greg? Explain and support your answer.
  2. Shortly after the child’s second birthday, Greg needed to have minor surgery to correct an intestinal problem. Part of the pre-surgery laboratory work involved determining the child’s blood type. The blood typing indicated that it was biologically impossible for Jerry to have fathered Greg. Jerry and Jerry’s parents are now suing Josephine. Should Josephine have to pay the amount of money it cost to raise and support Greg? Explain and support your answer.
  3. As part of her testimony in the lawsuit, Josephine discloses the truth about Greg and the surrogacy pregnancy. Although enraged, Jerry’s parents felt it necessary to contact Peggy and Gary. When Peggy and Gary learn that their biological child had actually been born, they petitioned the court to have their child returned to them and to award them custody. How should the court decide? Should the child remain with Jerry’s parents or be given to Peggy and Gary? Explain and support your answer.

Baby Fae Case Study

On October 14, 1984, Baby Fae was born two weeks premature, with hypoplastic left heart syndrome (a condition that at the time was 100 percent fatal). Baby Fae’s mother, Teresa Beauclair, was presented with two options; keep the child in the hospital or take the child home. Teresa opted to take the child home, and was preparing to go through the dying process until Dr. Leonard Bailey presented her with a third option. The highly experimental surgery involved replacing Baby Fae’s heart with that of a baboon. Dr. Bailey had been investigating the possibility of cross-species transplantation and discussed his research with Teresa, gaining her consent to the operation. As you can image, the medical procedure was publicized across the United States and animal rights activists were outraged and protested.

While initially, the operation appeared to be successful, Baby Fae’s organs started to fail, leading to her death 21 days after the transplant surgery was performed. In announcing her death at a press conference, Dr. Bailey stated, “Infants with heart disease yet to be born will someday soon have the opportunity to live, thanks to the courage of this infant and her parents.” One year later, the first human to human heart transplant was performed in a child. Dr. Bailey credits the success, in part, to the information and experience that was gained by performing the xenotransplant (Cross-species) procedure.

Address the following questions:

  1. What is your initial reaction to this case? What ethical concerns does this case bring up in relation to: autonomy, nonmaleficence, beneficence, fidelity, and justice? Explain and give specific examples.
  2. The study of animal research has led to many advances in diabetes, cancer, neurological conditions, and cardiac. Currently, pig and bovine valves are still used in heart surgeries. Do you feel research on animals is necessary in the medical field? Explain your answer.
  3. If you were caring for baby Fae, how could the following information effect your interaction with the parents, and possible care of the child? Do you feel information about the family: their past, current status, and criminal record, should be publicized or shared? Explain your answers.

After the transplant, NBC news released this information:

“NBC News has learned the identity of the child’s parents. We will respect their wishes and not name them. However, certain aspects of their past might be relevant to some of the medical controversies in this case. According to relative and court records, the couple was never married. They had separated by the time the infant was born. Both have had trouble with the law in the state they came from, the father for disorderly conduct, and the mother for passing bad checks. They had little money when the baby was born.”

  • For each of these cases an APA formatted paper must be used, and should include a title page, level headings, references and citations.
  • This assignment should include at least 3 references and
  • Should be at least three pages in length for each case (six pages, not including title page and references).
  • Students should address the proposed questions providing ample detail, examples, and additional support.

Management and accountability tools and procedures used to manage health delivery services and patient outcomes

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 Write a 3–4 page evidence-based resourcing plan for one component of the Heart Failure Clinic. 

Instructions

Deliverable: Develop one component of an evidence-based resourcing plan.

Scenario:

The hospital leadership team has already allocated the major capital expenditures for the heart failure clinic, such as the facility, legal services, IT, and security services. However, as a member of the nurse team, you have been asked to develop onecomponent of a resourcing plan for the next leadership meeting.

You may use any combination of documents (for example, a spreadsheet or a table) in addition to explanatory information to convey information clearly and succinctly.

Choose one of the following:

Budget:

  • Apply evidence-based management strategies and best practices for resourcing health care services.
    • Identify the business plan budget categories and subcategories (not necessarily the actual cost) to establish a new clinic.
    • Start-up expenses.
    • Examine fixed and variable costs.
    • Capital budget items.
      • Examples: salary and benefits, staffing mix, specialized equipment or materials, et cetera.
    • Contingency fund and parameters.
  • Apply legal and professional standards for resourcing outpatient services.
    • Explain the alignment to best practices and professional standards for cost effective outpatient services.
    • How will uninsured or underinsured patients be managed?
  • Describe management and accountability tools and procedures used to manage health delivery services and patient outcomes.
    • What data resources and tools analyze costs, health insurance, and hospitalization services?
    • How will billing be handled?
    • How will you determine if outpatient management is cost-effective?
    • How does transparency impact the consumer?

Staffing Plan:

  • Apply evidence-based management strategies and best practices for resourcing health care services.
    • Identify the disciplines and skill mix needed for appropriate staffing.
    • Estimate staffing requirements by discipline and staffing ratios (evidence-based).
    • Develop a sample staffing schedule.
    • How will you staff to meet corporate diversity goals or the needs of diverse patients?
    • Explain how delegation, collaboration, negotiation will affect staffing plan.
      • How does a union contract affect the staffing plan or schedule?
        • Examine the Nurse Practice Act for your state.
          • How does the Nurse Practice Act affect your staffing plan?
  • Apply legal and professional standards for resourcing outpatient services.
    • Align your staffing plan to best practices, the Nurse Practice Act for your state, scope of practice, and the Joint Commission standards for outpatients.
  • Describe management and accountability tools and procedures used to manage health delivery services and patient outcomes.
    • How will you know if staffing is cost-effective?
    • How will you know if staffing mix or schedule impacts patient outcomes?

Additional Requirements

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • APA formatting: Resources and in-text citations should be formatted according to current APA style and formatting.
  • Length: The plan should be 3–4 pages in content length, double-spaced.
  • Font and font size: Times New Roman, 12 point.
  • Number of resources: Support your plan with a minimum of three peer-reviewed resources, in addition to professional standards
  • Grading rubric attached**

Health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants

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The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.    

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

Include the following in your presentation:

  1. Describe the      selected environmental factor. Explain how the environmental factor you      selected can potentially affect the health or safety of infants.
  2. Create a health      promotion plan that can be presented to caregivers to address the      environmental factor and improve the overall health and well-being of      infants.
  3. Offer      recommendations on accident prevention and safety promotion as they relate      to the selected environmental factor and the health or safety of infants.
  4. Offer examples,      interventions, and suggestions from evidence-based research. At least      three scholarly resources are required. Two of the three resources must be      peer-reviewed and no more than 6 years old.
  5. Provide readers      with two community resources, a national resource, and a Web-based      resource. Include a brief description and contact information for each      resource.
  6. In developing      your PowerPoint, take into consideration the health care literacy level of      your target audience, as well as the demographic of the caregiver/patient      (socioeconomic level, language, culture, and any other relevant      characteristic of the caregiver) for which the presentation is tailored

Health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants

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The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.    

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

Include the following in your presentation:

  1. Describe the      selected environmental factor. Explain how the environmental factor you      selected can potentially affect the health or safety of infants.
  2. Create a health      promotion plan that can be presented to caregivers to address the      environmental factor and improve the overall health and well-being of      infants.
  3. Offer      recommendations on accident prevention and safety promotion as they relate      to the selected environmental factor and the health or safety of infants.
  4. Offer examples,      interventions, and suggestions from evidence-based research. At least      three scholarly resources are required. Two of the three resources must be      peer-reviewed and no more than 6 years old.
  5. Provide readers      with two community resources, a national resource, and a Web-based      resource. Include a brief description and contact information for each      resource.
  6. In developing      your PowerPoint, take into consideration the health care literacy level of      your target audience, as well as the demographic of the caregiver/patient      (socioeconomic level, language, culture, and any other relevant      characteristic of the caregiver) for which the presentation is tailored

Obesity among African American children and adolescents

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NR‐222 HEALTH AND WELLNESS  REQUIRED UNIFORM ASSIGNMENT: HEALTH PROMOTION PROJECT  PURPOSE  To apply concepts you have learned about health promotion concepts and strategies, enhance your written  communication skills, and demonstrate a beginning understanding of cultural competency. 

COURSE OUTCOMES This assignment enables the student to meet the following course outcomes.  CO #1 Discuss the professional nurse’s role in health promotion activities. (PO #1 & 2)  CO #3 Discuss health promotion, illness prevention, health maintenance, health restoration, and  rehabilitation in relation to the nurse’s role in working with various populations. (PO #1 & 2)  CO #7 Identify health promotion strategies throughout the life span. (PO #1 & 2) 

DUE DATE  The Health Promotion Project (RUA) is due in Unit 5. However, refer to the Course Calendar for variations in  campus requirements and details. The Late Assignment Policy applies to this assignment. 

TOTAL POINTS POSSIBLE 100 Points  REQUIREMENTS 

1.  Identify a health problem or need for health promotion for a particular stage in the life span of a population  from a specific culture in your area (this might include age and gender population as well). Choose one of the  Leading Health Indicators (LHI) priorities from Healthy People 2020 (see the Healthy People.gov 2020 Leading  Health Indicators website link in the Assignment section for Unit 2 under “Web Links). Students in a cultural  concentration will use that specific cultural focus to complete this assignment. 

2.  Research a topic related to health and wellness associated with one of the Healthy People 2020 topic areas.  Students in a cultural concentration will use that specific cultural focus to complete this assignment. 

3.  Submit your topic to the instructor for approval at least 2 weeks prior to the assignment (during Unit 3) but  earlier if desired. All topics must be approved. 

4.  You will develop an educational health promotion project addressing the population/culture in your area. For  or example, if you are in the Hispanic concentration, your project might be educational interventions to  address how food choices are related to the high rates of diabetes among Latinos; or,  a community project  that addresses the statistic that Hispanics experience new HIV infections at more than twice the rate of whites;  or, finding opportunities to intervene with Puerto Ricans, a Hispanic subculture, who suffer asthma at twice  the rate of the general population (2020 LHI Topic Three: Environmental Quality: (see the Healthy People.gov  2020 Leading Health Indicators website link in the Assignment section for Unit 2 under “Web Links). 

5.  General expectations   All articles must be from nursing or scholarly journals and should include health promotion and wellness 

content. Articles must be published within the last five (5) years. If you are unsure whether the article is  appropriate, ask your instructor. You could lose significant points if the article is not from a scholarly  source and/or appropriate to the topic. 

 Please ask questions if you need clarification. 

NR‐222 HEALTH AND WELLNESS

NR222 RUA Health Promotion Project Guidelines.docx Revised 06/2016 psb 2

PREPARING THE ASSIGNMENT  1.  Writing the Paper: You will explore the topic and explain the information in writing a 3‐4 page APA formatted 

paper.   

a.    Select a minimum of three (3) scholarly nursing or research article (published within the last 5 years) related  to your topic that include health promotion and wellness content. Students in a cultural concentration will  select at least one article specifically related to the cultural focus for this assignment. You may need to  evaluate several articles before you find appropriate selections. For more information on how to choose a  scholarly article, open the “Course Resources” tab under the “Course Home” Menu to the left of your  Learning Studio (eCollege) course page and open “What Is a Scholarly Source.” 

b.   Write a 3‐4 page paper (excluding the title and reference pages) using the following guidelines:   Write brief introduction of the topic and describe why it is important to health promotion in the 

specific cultural population in your area.   Include a description of the topic and the targeted sub culture or population (include statistics).   Explain how the project relates to the Healthy People 2020 topic area you have chosen.   Summarize the articles; include key points or findings from the articles.   Discuss how you used the information from the articles for your Health Promotion Project. Provide 

specific examples.   Describe the approach/approaches you developed to educate the target population about the topic. 

Include specific ways to promote lifestyle changes within the specified population relative to your  specific culture. The approach should be appropriate for your cultural concentration. 

 Write your conclusion and summary.   

c.  Your paper must follow APA format. Include a title page and a reference page. Use 12‐point Times New  Roman font and include in‐text citations (use citations whenever paraphrasing, using statistics, or quoting  from the article). Please refer to your APA manual as a guide for in‐text citations and sample reference  pages. 

  d.   Use TurnItIn in time to make any edits that might be necessary based on the Similarity Index prior to 

submitting your paper to your instructor. Consult with your instructor about the acceptable Similarity  Index for this paper. 

NR‐222 HEALTH AND WELLNESS

NR222 RUA Health Promotion Project Guidelines.docx Revised 06/2016 psb 3

DIRECTIONS AND ASSIGNMENT CRITERIA   

Assignment  Criteria 

Points  %  Description 

Articles and  Turn It In  Submission 

5 

5% 

 A minimum of three (3) scholarly articles is used as sources.   Articles meet criteria of being from scholarly journals and include health 

promotion and wellness content. Students will select at least one article  specifically related to the cultural focus for this assignment. 

 Submitted paper to TurnItIn; Necessary/Appropriate revisions made based on  originality report. 

Introduction  and Conclusion 

  15 

  15% 

 Establish the purpose of the paper   Create an effective conclusion that identifies the main ideas and major support 

points from the body of your report. Minor details are left out. 

Relate Topic to  Target 

Population 

  25 

  25% 

 Description of topic and targeted cultural population.   Relationship to the Healthy People 2020 topic area.   Statistics to support the significance of the topic. 

Summary of  Articles 

20 

20% 

Summary of articles include:   Key points and findings of the article.   Discussion of how information from the articles is used in your Health Promotion 

Project (give specific examples). 

Health  Promotion  Project 

Discussion 

25 

25% 

 Description of approaches to educate the target cultural population about the  topic 

 Specify a culturally sensitive approach to promote lifestyle changes within the  specified population. 

APA Style and  Format 

10 

10% 

APA Style (Writing)     Correct use of Standard English grammar and sentence structure.   No spelling or typographical errors.   Organized around required components.   Information flows in a logical sequence that is easy for the audience to follow. 

APA Format 

 All information taken from another source, even if summarized, must be cited and  listed on the Reference page using (APA 6th ed.) 

 Document setup: Title and Reference pages; Margins; Spacing; Use of Headers   Citations in the text and reference page. 

Total  100  100   

NR‐222HEALTH AND WELLNESS

GRADING RUBRIC 

NR222 RUA Health Promotion Project Guidelines.docx Revised 06/2016 psb 4

Assignment  Criteria 

Outstanding or Highest Level Very Good or High Level of Competent or Satisfactory Poor, Failing or  of Performance  Performance  Level of Performance  Unsatisfactory Level of 

Performance  A (92–100%)  B (84–91%)  C (76–83%)  F (0–75%)

Articles and Turn It  In Submission 

5 

 A minimum of three (3) scholarly articles are used as sources.   Articles meets criteria of being from scholarly journals, includes health promotion and wellness content, 

and are current (published within the past 5 years).   At least one article is related to your chosen cultural group.   TurnItIn is used prior to submitting paper to instructor for grading. Necessary/Appropriate revisions made 

based on originality report.    Note:  This criterion is “all or nothing.” If you meet all of the criteria for the article and use TurnItIn, you will earn 

5 points.  5 points 

Article does not meet all criteria.  Or  TurnItIn is not used. 

0 points   

Introduction and  Conclusion 

15 

Introduction establishes the  purpose of the paper and  stimulates the reader’s interest.  AND  The main ideas and major support  points from the body of the paper  are presented in the conclusion. 

14‐15  points 

Introduction  establishes  the  purpose of the paper.  AND  The main  ideas and major support  points from the body of the paper  are presented in the conclusion.   

13 points 

The introduction and conclusion  provide very general information  related to the topic of the paper. 

12 points

The introduction and/or conclusion  are vague, does not relate to the  topic, and/or not evident. 

0‐11 points

Relate Topic to  Target Population 

25 

Thoroughly covers all required  elements; Demonstrates excellent  understanding of health promotion  concepts and applied them  consistently.  Required elements are:   Description of topic and target  cultural population. 

 Relationship to the Healthy  People 2020 topic area. 

Generally covers all required  elements; Demonstrates  general/basic understanding of  health promotion concepts and  applied them consistently.  Required elements are:   Description of topic and target  cultural population. 

 Relationship to the Healthy  People 2020 topic area. 

Generally covers all required  elements; Demonstrates limited  understanding of health promotion  concepts and/or did not apply the  concepts consistently.  Required elements are:   Description of topic and target  cultural population. 

 Relationship to the Healthy  People 2020 topic area. 

Missing some of the required  elements; Demonstrates very  limited understanding of health  promotion concepts and/or did not  apply the concepts consistently or  inappropriately.  Required elements are:   Description of topic and target  cultural population. 

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NR‐222HEALTH AND WELLNESS 

       Statistics to support the 

significance of the topic.   

23‐25 points 

 Statistics to support the  significance of the topic. 

  21‐22 points 

 Statistics to support the  significance of the topic. 

  19‐20 points 

 Relationship to the Healthy  People 2020 topic area. 

 Statistics to support the  significance of the topic. 

0‐18 points   

Summary of  Articles 

20 

Summary of articles includes:   All key points and findings from  the articles. 

 Comprehensive discussion of  how information from the  articles is used in the Health  Promotion Project with several  specific examples provided. 

  19‐20  points 

 Most key points and findings  from the articles are included. 

 Discussion of how information  from the articles is used in the  Health Promotion Project  included with specific examples  provided. 

17‐18 points 

 Some key points and findings of  the article are missing. 

 Limited discussion of how  information from the articles is  used in the Health Promotion  Project. Examples included, but  very general/not specific. 

  16 points 

 Little understanding of the key  points of the articles  demonstrated. 

OR   Discussion of how information  from the article could be used in  your Health Promotion Project  not included. 

0–15 points 

          Health Promotion  Project Discussion 

25 

Thoroughly covers all required  elements; Demonstrates excellent  understanding of health promotion  strategies and applied them  consistently.  Required elements are:   Description of approaches to  educate the target population  about the topic 

 Specific ways to promote lifestyle  changes within the specified  population. 

23‐25 points 

Generally covers all required  elements; Demonstrates  general/basic understanding of  health promotion strategies and  applied them consistently.  Required elements are:   Description of approaches to  educate the target population  about the topic 

 Specific ways to promote lifestyle  changes within the specified  population. 

21‐22 points 

Generally covers all required  elements; Demonstrates limited  understanding of health promotion  strategies and/or did not apply the  concepts consistently.  Required elements are:   Description of approaches to  educate the target population  about the topic 

 Specific ways to promote lifestyle  changes within the specified  population. 

19‐20 points 

Missing some of the required  elements; Demonstrates very  limited understanding of health  promotion strategies and/or did  not apply the concepts consistently  or inappropriately.  Required elements are:   Description of approaches to  educate the target population  about the topic 

 Specific ways to promote lifestyle  changes within the specified  population. 

0‐18 points   

APA Style 

and Format 

APA Style (Writing)   Correct use of Standard English  grammar, paragraph, and  sentence structure. 

 No spelling or typographical  errors. 

APA Style (Writing)   One to three minor errors in use  of Standard English grammar,  paragraph, and sentence  structure. 

APA Style (Writing)   One major error or more than  four minor errors in use of  Standard English grammar,  paragraph, and sentence  structure. 

APA Style (Writing)   Language needs development.   More than four spelling and/or  grammar errors. 

 Poorly organized thoughts &  concepts.

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NR‐222HEALTH AND WELLNESS 

10   

 Paper is clearly organized around  required components. 

 Information flows in a logical  sequence that  is easy for the  audience to follow. 

APA Format   All information taken from  another source, even if  summarized, must be cited and  listed on the Reference page  using. All elements of each  reference included in the correct  order. 

 Document setup includes title  and reference pages in correct  APA format. 

 Correct/Appropriate use of  margins, spacing, and headers. 

 Citation of sources included in  the body of the paper using  correct APA format 

 Sources cited correctly on the  reference page 

10 points 

 One to two spelling or  typographical errors. 

 Paper is organized; one required  component not clearly identified. 

APA Format   All information taken from  another source, even if  summarized, must be cited and  listed on the reference page. All  elements of each reference on  the reference page included.  Some elements not in the correct  order. 

 Document setup includes title  and reference page, with 1‐2  errors in APA format. 

 Use of margins, spacing, and  headers has 1 to 2 errors. 

 One source cited in the paper not  included on the references list  OR one source listed on the  Reference page not cited in the  paper. 

 9 points

 Three to four spelling or  typographical errors. 

 Paper is organized; one required  component not clearly identified. 

APA Format   All information taken from  another source, even if  summarized, must be cited.  Format for citations not correct.  Some references on the  reference page have elements  missing. 

 Document setup includes title  and reference page. Three or  more errors in APA format of the  title page. 

 Use of margins, spacing, and  headers has 3‐4 errors. 

 Two sources cited in the paper  not included on the references  list OR two or more sources  listed on the Reference page not  cited in the paper. 

8 points 

      APA Format  All information taken from  another source, even if  summarized, must be cited. Lacks  proper citations and/or does not  reference sources.  Document setup includes title  and reference page. Three or  more errors in APA format of the  title page. 

 Use of margins, spacing, and  headers has more than 4 errors. 

 Three or more sources cited in  the paper not included on the  references list OR three or more  sources listed on the Reference  page not cited in the paper. 

  0‐7 points 

Total Points Possible = 100 points 

The influence of mission & vision on planning

/in /by

Week 2: Mission and Vision

The mission statement . . . influences the development of an organization’s philosophy, goals, objectives, policies, procedures, and rules.

An organization will never be greater than the vision that guides it.

—Bessie L. Marquis and Carol J. Huston, Leadership Roles and Management Functions in Nursing: Theory and Application

Mission and vision statements articulate an organization’s core purpose and future aims. Well-crafted statements can stand the test of time, even as the environment changes and new priorities emerge. On the other hand, some adjustments may be needed if and when an organization undergoes foundational transformation.

Consider the following mission statement: “Kaiser Permanente exists to provide affordable, high quality healthcare services to improve the health of our members and the communities we serve” (Kaiser Permanente, n.d.). Think about the current health care environment and the types of internal and external changes that could affect the utility and appropriateness of this statement. Under what circumstances should an organization such as this one contemplate revising its mission?

As a nurse leader-manager, it is critical to realize the important role of mission and vision statements in guiding an organization.

In the first week of this course, you examined the planning hierarchy. This week, you consider mission and vision statements, which are at the top of the planning hierarchy because of the significant influence they exert on an organization. You practice the skills needed to craft appropriate mission and vision statements, and you consider how to develop these for maximum impact that reaches beyond the stated words to influence the plans and decisions made throughout an organization or system.

Note:  Over the next few weeks you will be engaging in small group discussions. These are meant to provide you with the opportunity to deeply explore the foundational concepts being presented. Much of the work you engage in moving forward will hinge upon your understanding of these concepts, hence, the small group opportunity to discuss and share.

Learning Objectives

Students will:

· Analyze the relationship of mission and vision statements to the planning hierarchy within organizations

· Analyze the process of developing mission and vision statements

· Evaluate mission and vision statements

Photo Credit: Nicolevanf/RooM/Getty Images

Learning Resources

Note:  To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Sare, M. V., & Ogilvie, L. (2010). Strategic planning for nurses: Change management in health care. Sudbury, MA: Jones and Bartlett.

· Review Chapter 4, “Just What Is Strategic Planning?” (pp. 57–82)

· Chapter 7, “The Three Key Elements of the Strategic Planning Process: A Vision That Guides Nursing’s Future Action” (pp. 117–143)

Chapter 7 addresses elements of the strategic planning process, which includes mission and vision.

Cady, S. H., Wheeler, J. V., DeWolf, J., & Brodke, M. (2011). Mission, vision, and values: What do they say? Organization Development Journal, 29(1), 63–78.

Retrieved from the Walden Library databases.

This article addresses research on mission, vision, and values from 300 different organizations.

Desmidt, S., Prinzie, A., & Decramer, A. (2011). Looking for the value of mission statements: A meta-analysis of 20 years of research. Management Decision, 49(3), 468–483.

Retrieved from the Walden Library databases.

This article looks at the relationship of organizational mission and financial performance. It includes a discussion of what a mission statement is and the purpose(s) it serves.

Hirota, S., Kubo, K., Miyajima, H., Hong, P., & Won Park, Y. (2010). Corporate mission, corporate policies and business outcomes: Evidence from Japan. Management Decision, 48(7), 1134–1153.

Retrieved from the Walden Library databases.

The authors examine the implications of the mission statement for organizational practices and performance.

King, D. L., Case, C. J., & Premo, K. M. (2012). An international mission statement comparison: United States, France, Germany, Japan, and China. Academy of Strategic Management Journal, 11(2), 93–119.

Retrieved from the Walden Library databases.

This article examines the content of mission statements, stakeholder involvement, and the development of goals and objectives.

Required Media

Laureate Education (Producer). (2013b). Case study: Mountain View Health Center [Interactive media]. Retrieved from CDN database. (NURS 6241)

This interactive multimedia piece presents a case study of Mountain View Health Center, with information about the types of activities performed there, organizational structure, strategic priorities, and financial allocations. You will use this as a resource for Discussion 2.

Optional Resources

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

· Chapter 7, “Strategic and Operational Planning” (pp. 138–161)

Review as needed.

Desmidt, S., & Prinzie, A. A. (2011). The organization’s mission statement: Give up hope or resuscitate? A search for evidence-based recommendations. Advances in Health Care Management, 10, 25–41.

Discussion 1: The Influence of Mission and Vision on Planning

As you read the following mission statements, think about what you might deduce about each organization:

· “Nurses advancing our profession to improve health for all,” American Nurses Association

· “The American Red Cross prevents and alleviates human suffering in the face of emergencies by mobilizing the power of volunteers and the generosity of donors,” American Red Cross

· “The mission of Southwest Airlines is dedication to the highest quality of Customer Service delivered with a sense of warmth, friendliness, individual pride, and Company Spirit,” Southwest Airlines

· “To inspire hope and contribute to health and well-being by providing the best care to every patient through integrated clinical practice, education and research,” Mayo Clinic

· “Provide telehealth solutions and executive medical research management to enhance and support military healthcare and promote innovative medical technologies,” Telemedicine & Advanced Technology Research Center (TATRC)

· “Google’s mission is to organize the world’s information and make it universally accessible and useful,” Google

An organization’s mission describes its core purpose. In partnership with the organization’s vision, which communicates a future-focused direction, the mission provides a basis for planning and decision making at all levels of the organization.

For this Discussion, you compare mission and vision statements from multiple organizations and consider how these statements relate to planning.

To prepare:

· Review the information related to the planning hierarchy and mission and vision statements in this week’s Learning Resources.

· Research the mission and vision statements of three different types of organizations: a for-profit health care organization, a not-for-profit health care organization, and an organization outside of health care. As you examine the organizations’ mission and vision statements, consider the following:

· How effectively do the mission statements articulate the organization’s purpose?

· How effectively do the vision statements reflect future aims?

· Do the mission and vision statements convey who (which groups) the organizations serve? Do they indicate obligations to various stakeholders?

· Are the statements an appropriate length?

· What do you glean about how leaders in health care and in other industries envision and convey mission and vision?

· What do you discern about the interdisciplinary nature of crafting mission and vision statements by looking across organizations, including those outside of health care?

· Identify key insights you have gained by comparing the mission and vision statements of these three organizations.

· Consider how an organization’s mission and vision relate to the planning hierarchy. For each organization you have selected, think about how the mission and vision could or should influence planning. What elements of each mission and vision stand out as especially significant?

Solution-Focused and Cognitive Behavioral Family Therapy

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When solution-focused and cognitive behavioral family therapy proved effective with individuals, therapists began applying these approaches to families. However, it quickly became evident that the translation of these approaches from individuals to families was more difficult than expected. Consider how you can successfully apply these therapies to your client families. Is one approach more effective than the other? What are the challenges of using these therapeutic approaches with families?

This week, as you continue exploring therapeutic approaches and their appropriateness for client families, you examine solution-focused and cognitive behavioral therapy. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.

Learning Resources

Note:  To access this week’s required library resources, please click on the link to the Course Readings List, found in the  Course Materials  section of your Syllabus.

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

· Chapter 12, “Family Therapy” (Review pp. 429–468.)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

· Chapter 10, “Cognitive-Behavior Family Therapy” (pp. 166–189)

· Chapter 12, “Solution-Focused Therapy” (pp. 225–242)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Bond, C., Woods, K., Humphrey, N., Symes, W., & Green, L. (2013). Practitioner review: The effectiveness of solution focused brief therapy with children and families: A systematic and critical evaluation of the literature from 1990–2010. Journal of Child Psychology & Psychiatry, 54(7), 707–723. doi:10.1111/jcpp.12058

Note: Retrieved from Walden Library databases.

Conoley, C., Graham, J., Neu, T., Craig, M., O’Pry, A., Cardin, S., & … Parker, R. (2003). Solution-focused family therapy with three aggressive and oppositional-acting children: An N=1 empirical study. Family Process, 42(3), 361–374. doi:10.1111/j.1545-5300.2003.00361.x

Note: Retrieved from Walden Library databases.

de Castro, S., & Guterman, J. (2008). Solution-focused therapy for families coping with suicide. Journal of Marital & Family Therapy, 34(1), 93–106. doi:10.111/j.1752-0606.2008.00055.x

Note: Retrieved from Walden Library databases.

Patterson, T. (2014). A cognitive behavioral systems approach to family therapy. Journal of Family Psychotherapy, 25(2), 132–144. doi:10.1080/08975353.2014.910023

Note: Retrieved from Walden Library databases.

Perry, A. (2014). Cognitive behavioral therapy with couples and families. Sexual & Relationship Therapy, 29(3), 366–367. doi:10.1080/14681994.2014.909024

Ramisch, J., McVicker, M., & Sahin, Z. (2009). Helping low-conflict divorced parents establish appropriate boundaries using a variation of the miracle question: An integration of solution-focused therapy and structural family therapy. Journal of Divorce & Remarriage, 50(7), 481–495. doi:10.1080/10502550902970587

Note: Retrieved from Walden Library databases.

Washington, K. T., Wittenberg-Lyles, E., Oliver, D. P., Baldwin, P. K., Tappana, J., Wright, J. H., & Demiris, G. (2014). Rethinking family caregiving: Tailoring cognitive-behavioral therapies to the hospice experience. Health & Social Work, 39(4), 244–250. doi:10.1093/hsw/hlu031

Note: Retrieved from Walden Library databases.

Document: Group Therapy Progress Note

Required Media

Laureate Education (Producer). (2013c). Johnson family session 3 [Video file]. Author: Baltimore, MD.

Note: The approximate length of this media piece is 5 minutes.

Accessible player 

Discussion: Cognitive Behavioral Therapy: Family Settings Versus Individual Settings

Whether used with individuals or families, the goal of cognitive behavioral therapy (CBT) is to modify client behavior. Although CBT for families is similar to CBT for individuals, there are significant differences in their applications. As you develop treatment plans, it is important that you recognize these differences and how they may impact your therapeutic approach with families. For this Discussion, as you compare the use of CBT for families and individuals, consider challenges of applying this therapeutic approach to your own client families.

Learning Objectives

Students will:

· Compare the use of cognitive behavioral therapy for families to cognitive behavioral therapy for individuals

· Analyze challenges of using cognitive behavioral therapy for families

· Recommend effective cognitive behavioral therapy strategies for families

To prepare:

· Review the media, Johnson Family Session 3, in this week’s Learning Resources and consider the insights provided on CBT in family therapy.

· Reflect on your practicum experiences with CBT in family and individual settings.

Note:  For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the  Post to Discussion Question link  and then select  Create Thread  to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking  Submit!

By Day 3

Post an explanation of how the use of CBT in families compares to CBT in individual settings. Provide specific examples from your own practicum experiences. Then, explain challenges counselors might encounter when using CBT in the family setting. Support your position with specific examples from this week’s media.

Importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality

/in /by

Overview

Prepare a PowerPoint presentation of 8–10 slides that explains why an understanding of complimentary alternative medicine (CAM) and spirituality is important for members of health care teams; examines the ethical, legal, and financial principles related to CAM and spirituality; and describes how these forms of health care can impact plans of action.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.

As a leader in the field of nursing, it is important for you to identify areas within your organization that may need to improve cultural competence, and to develop educational materials to assist in doing so.

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

· Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations. 

. Identify topics for an organizational education plan on CAM and spirituality.

. Explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.

· Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations. 

. Provide a list of resources to include in an organizational education plan on CAM and spirituality.

· Competency 4: Examine the ethical, legal, and economic factors related to health disparities in diverse and vulnerable populations. 

. Examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions. 

. Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.

Assessment Instructions

Preparation

Your organization has seen an increase in the number of individuals using complimentary alternative medicine (CAM), traditional medicine, holistic health, and spirituality. In addition to your work on the interdisciplinary team, you have been asked by your organization to prepare and deliver an educational session on CAM, traditional medicine, holistic health, and spirituality that can be used by all health care teams. How will you complete this task?

You should focus on these concepts as they pertain to your population (from the Windshield Survey assessment), but also in a broader sense. Use the Capella library and the Internet to look for recent research articles or information on these topics to use as supporting resources in your assessment.

Requirements

For this assessment, prepare a PowerPoint presentation in which you:

· Identify the topics you will cover in your educational plan.

· Provide a list of resources your audience can use to further their understanding of complimentary alternative medicine (CAM).

· Explain why it is important for nurses and members of other health care teams to develop an understanding of CAM, traditional medicine, holistic health, and spirituality.

· Examine any ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.

· Describe how these forms of health care can affect a plan of action for individuals and populations.

Your presentation should include a slide with the title of your educational session, a slide with the topics that will be covered (your agenda), and a reference slide at the end. Use the notes section of each slide to provide additional information on each topic, along with supporting references. References and in-text citations must adhere to APA guidelines.

Additional Requirements

· Include a title slide and reference slide. The completed assessment should be 8–10 slides in length, not including the title slide and reference slide.

· Reference at least three current scholarly or professional resources.

· Use current APA format for references.

· Be creative!