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

/in /by

research paper

 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. 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. 

NR‐222 HEALTH AND WELLNESS 

• Copies of articles from any Databases, whether PDF, MSWord, or any other electronic file format, cannot be sent via the Learning Management System (eCollege) Dropbox or through email, as this violates copyright law protections outlined in our subscription agreements. Refer to the “Policy” page under the Course Home tab in the shell for the directions for properly accessing and sending library articles electronically using permalinks. 

• Please ask questions if you need clarification. 

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. 

  1. 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.” 

  1. 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. 
  2.  Include a description of the topic and the targeted sub culture or population (include statistics). 
  3.  Explain how the project relates to the Healthy People 2020 topic area you have chosen. 
  4.  Summarize the articles; include key points or findings from the articles. 
  5.  Discuss how you used the information from the articles for your Health Promotion Project. Provide specific examples. 
  6.  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. 

My topic is mental health here is the link below:

https://www.healthypeople.gov/2020/leading-health-indicators/2020-lhi-topics/Mental-Health

Global Health And Wellness Teaching Project

/in /by

Global Health And Wellness Teaching Project

In this assessment, you will test your knowledge globally by assessing an emerging global health issue. You will address factors that exacerbate the issue and develop a plan for improvement. You will also develop a wellness teaching program.

Part 1: Doctors Without Borders Presentation
Imagine you are a nurse working with Doctors Without Borders to address an emerging global health issue in a specific region of the world. You are preparing to travel to the region to improve an issue or illness. Your director has requested that you prepare a presentation about the issue or illness for your fellow staff.

Choose a specific emerging health issue within a specific country (i.e., sex trafficking occurring in the US states bordering Mexico). Global Health And Wellness Teaching Project

Create an 18- to 20-slide presentation, with detailed speaker notes, analyzing emerging global health issues related to the country or region of the world of your choice.

Include a summary of the chosen country and emerging health issues that impact the populations.

Summarize your chosen emerging health issue and explain how and why this issue impacts populations within your chosen country.

ORDER A PLAGIARISM-FREE PAPER NOW

Analyze the cause of the issue or illness in your presentation.

Consider:

  • Individual issues (e.g., personal hygiene)
  • Community (e.g., resources, demographics)
  • Family roles and structures (e.g., single-family households)
  • Culture (e.g., values, beliefs)
  • Environmental issues (e.g., access to technology and health care, geographic concerns)
  • Examine the factors that continue to exacerbate the issue or illness.

    Consider:

  • Individual
  • Community
  • Cultural
  • Environmental
  • Create an action plan to improve the issue or illness.

    Consider:

  • Education
  • Communication
  • Relief workers
  • Technology
  • Cite at least 5 peer-reviewed references in your presentation.

    Include a separate APA-formatted reference page.

    Format your assignment as follows:

  • 18- to 20-slide presentation
  • The slides themselves should only contain essential information and as little text as possible. Do not design a slide presentation made up of long bullet points. Your speaker notes convey the details you would give if you were presenting. See the Create Speaker Notes section of the PowerPoint 2013 Training video for more help. Global Health And Wellness Teaching Project
  • Part 2: Wellness Teaching Project
    Step 1: Select a group from your local community that would benefit from a wellness teaching project. This group might include the following:
  • Remote family members
  • Group that meets regularly at a local gym or YMCA
  • Group that meets at a local park on a regular basis, such as a yoga or tai chi class
  • Group that meets at a local church regularly
  • (Note: You will follow the steps in the Wellness Teaching Project document for this assignment.)

    Complete the Confirmed Participant Needs Assessment (Phase A1) of the Wellness Teaching Project document.

    Step 2: Complete the Group Identification Table (Phase A2) in the Wellness Teaching Project document for your selected group.

    Step 3: Conduct a needs assessment of the selected group in terms of wellness issues.

  • Use the Preliminary Planning and Confirmed Participant Needs Assessment table in Phase A1 of the Wellness Teaching Project document for this step.
  • Utilize the appropriate wellness theory in the needs assessment.
  • Assess the learning styles of the selected population.
  • Step 4: Identify 3 different health promotion topics and objectives for this group.
  • Select 1 health promotion topic from the Healthy People 2030 link in Phase B of the Wellness Teaching Project document, another topic from the Let’s Get Healthy California link, and the third topic from either of the aforementioned links.
  • For each of the 3 topics, list its goal and 1 specific objective and target (copy and paste verbatim from the indicated website).
  • Add the reference for each objective to your Reference page at the end of the Wellness Teaching Plan document.
  • Step 5: State how you would perform the Group Needs Assessment in Phase C of the Wellness Teaching Project document. Global Health And Wellness Teaching Project
  • Name the Needs Assessment Tool or Approach you will use and how you will use it.
  • Step 6: Identify the Wellness Teaching Topic in Phase C of the Wellness Teaching Project document.

    Step 7: Complete the Population Nursing Diagnosis for Phase C of the Wellness Teaching Project document.

    Step 8: Evaluate the group’s initial Situation Sense of Coherence by scoring their readiness to change a health behavior in Phase C of the Wellness Teaching Project document.

    Step 9: Complete the Brochure Selection Phase D1 of the Wellness Teaching Project document.

    Step 10: Complete the Brochure Evaluation Section Phase D2 of the Wellness Teaching Project document.

    Step 11: Complete the Lesson Plan Teaching Methods Phase E1 of the Wellness Teaching Project document.

  • Complete the Learning Strategies Tables, as listed in Phase E1.
  • Step 12: Complete the Lesson Plan Learning Objectives in Phase E2 of the Wellness Teaching Project document.
  • Develop 2 SMART behavioral learning objectives for your group.
  • State which wellness theory or model you would use to guide your teaching.
  • Step 13: Develop the Lesson Plan for the selected Wellness Teaching Project topic in Phase E3 of the Wellness Teaching Project document.
  • Create the lesson title.
  • Incorporate appropriate learning styles for the selected population.
  • Determine how you would pre-test the message and materials.
  • Determine the supplies and materials you would need to prepare and how you would distribute these to participants.
  • Complete the Lesson Plan table in the Wellness Teaching Project document in Phase E3.
  • Develop an appropriate assessment to gauge learning outcomes achieved with the population.
  • Step 14: Prepare a Group Evaluation Follow-Up Lesson Plan per Phase F1 of the Wellness Teaching Project document.

Note: Grading Rubric

Part 1: Global Health Issue and country summary – 25% of the total grade

Provide an exceptional summary of the chosen country and emerging health issues that impact its populations, explaining how and why the chosen emerging health issue impacts populations within the chosen country and analyzed the cause of the issue or illness.

Doctors Without Borders Presentation – 25% of the total grade

Accomplish powerpoint presentation, demonstrate excellent slide design, include thorough speaker notes, thoroughly analyzed emerging global health issues related to the country or region of the world, and address each of the required assignment components. Global Health And Wellness Teaching Project

Part 2: Wellness Teaching Project- 40% of total grade

Develop an appropriate and comprehensive wellness teaching project, each phase of the wellness teaching project document has to be complete, accurate and thorough.

Follow the Wellness teaching project document. Please see attached document.

Wellness Teaching Project

Teaching Project: Phase A1

Proposed Population Group for Interaction

For this alternative assignment online, you will practice the phases of population group assessment and primary prevention education. To do this, you need to research and identify 3 groups of people from the community who might be interested in learning about one topic on wellness.

For each group selected, answer the following questions:

  1. What is your main concern for your health? (Do not commit to teaching any topic yet.)
  2. How do you best like to learn (demonstration, participation, handouts with pictures, articles)?
Participant group research and identified Main Concern Preferred Learning Style
1.    
2.    
3.    

Teaching Project: Phase A2

Group Identification

Complete this table for your Group.

Group Name: Data

(Enter your answers in this column)
Size

What are the total number of participants you expect might participate?

  
Population

In public health terms, what population or aggregate defines this group? If mixed ages, identify by all pertinent age ranges (e.g., teens, adults, seniors). Global Health And Wellness Teaching Project

  
Developmental Stage

According to Eriksen, in which Developmental Stage is the group?

  
Data Availability for This Population

1.      Identify regional data AND national data that are available that describe common health concerns for this age group.

 Regional Data:

National Data:
2.      Where does the data show room for improvement?  
3.      How does the official data match the group’s self-identified Main Concerns?  

Teaching Project: Phase B

RN Identification of Tentative Main Concern & Data Appraisal

Assess the aggregate using available data.

Review the pertinent chapter(s) on aggregate health in Nies & McEwen to identify common health concerns (e.g., Ch.16 – Children & Adolescent Health, Ch.17 – Women’s Health, Ch.18 – Men’s Health, and Ch.19 – Senior Health).

Identify three (3) different Health Promotion Topics for this group as determined by reviewing chapters in the text, during Phase A1, or during Phase A2. Document your appraisal of each selected topic below.

For all 3 Topics, list its Goal and one specific Objective and Target (copy & paste verbatim from the indicated website). Select one from Healthy People (HP), the second from Let’s Get Healthy California (LGHC), and the third from either HP or LGHC. Global Health And Wellness Teaching Project

Add the reference for each objective to your Reference page at the end of this Teaching Plan for a comprehensive listing by the end.

Example: Population Group – Teens

HP2030 Topic: Sleep Health (SH)

HP2030 Goal: Improve health, productivity, well-being, quality of life, and safety by helping people get enough sleep.

HP2030 Objective: SH-4 Increase the proportion of students in grades 9 through 12 who get sufficient sleep

HP2030 Target: 27.4 percent

Reference: US Department of Health and Human Services. (2020). Healthy People 2030: Objective: Sleep

health (SH-3). Healthy People. https://health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-high-school-students-who-get-enough-sleep-sh-04

ORDER A PLAGIARISM-FREE PAPER NOW

Healthy People 2030

HP2030 Topic:

HP2030 Goal:

HP2030 Objective:

HP2030 Target:

Reference:

Teaching Project: Phase C

Group Needs Assessment

Use assessment tools from Nies & McEwen or online Public Health websites. See BOX 7.1 Health Planning Project Objectives (p 289), and Assessment (pp 290-296) in Nies & McEwen.

State how you will perform the Needs Assessment (by phone, email, or online survey):

Name which Needs Assessment Tool or Approach you will use and how you will use it:

Identify the Wellness Teaching Topic:

Complete the following Population Nursing Diagnosis for the Wellness Teaching Project. See Nies & McEwen, FIG. 6.3 Format for community health diagnosis (pg. 274). Instructions: Replace the bracketed text with facts from your diagnosis.

Increased risk of [disability/disease/etc.]

among [community or population]

related to [etiological statement]

as demonstrated in [health indicators, with supportive data]

Evaluate the Group’s Initial SSOC (Situational Sense of Coherence) by scoring their readiness to change a health behavior. (From West, K. (2012).” Using the Artinian Intersystem Model (AIM) of professional nursing to guide community assessment and wellness promotion in an undergraduate public health nursing course” Global Health And Wellness Teaching Project

Conference: 140st APHA Annual Meeting and Exposition 2012)

Score on SSOC (high=3, medium=2, or low=1) Score Comments
Comprehensibility

In relation to what the community needs to know about the Main Concern, how much do they know?

    
Meaningfulness

In relation to motivation, how much effort is the community willing to put into resolving the Main Concern?

    
Manageability

In relation to the community’s resources, what is available to manage the Main Concern?

    
Total SSOC Score    

Teaching Project: Phase D1

Brochure Selection

See Nies & McEwen Ch.8, Health Literacy section (pp 376-397). Review the corresponding chapter for the aggregate population as needed: Chapters 16-19.

Topic, Goal, Objective, and Target

The final topic, goal, and objective and target selected is:

  • Topic:
  • Goal:
  • Objective (include topic abbreviation and number):
  • Target:

Levels of Prevention

Identify at least 1 goal-specific intervention for this topic at each Level of Prevention: Global Health And Wellness Teaching Project

  1. Primary Prevention:
  2. Secondary Prevention:
  3. Tertiary Prevention:

Published Brochures

Identify and list below at least 2 public-domain (copyright-free) brochures that could be used to implement your project.

  • Government resources are copy-right free.
  • You may use a brochure with copyright but must obtain and submit permission from the publisher to use the material in this context.
  • Common sources for client educational resources:
    • CDC (Look for Resources under each Health Topic.)
    • Health Finder (Client materials in English & Spanish)
    • National health organizations, such as American Diabetes Association, American Heart Association, and others. Verify copyright permission with these organizations.

Enter APA reference listings for all reviewed materials on the Reference page at the end of this worksheet.

Teaching Project: Phase D2

Brochure Evaluation

Evaluate at least 2 brochures using the Patient Education Materials Assessment Tool (PEMAT) from the Agency for Healthcare Research and Quality (AHRQ) available from

  • Download the Excel file from the above website. Note: Accept all Macros.
  • Complete the 3rd spreadsheet in the AHRQ pemat_form Excel file, titled PEMAT for Printed Materials Tool. Global Health And Wellness Teaching Project

1.Title:

Source:

PEMAT Understandability Score:

PEMAT Actionability Score:

Will you use this brochure? Why or why not?

Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video, etc.)?

2.Title:

Source:

PEMAT Understandability Score:

PEMAT Actionability Score:

Will you use this brochure? Why or why not?

Should the information be in a different format (e.g., convert it into a poster or PPT, use only part of it, find a video, etc.)?

Other Materials

Are there any other materials you might use?

Teaching Project: Phase E1

Lesson Plan Teaching Methods

Review Nies & McEwen

  • Clinical Example 8.1 (pp 332-335)
  • Table 8.1 Characteristics of Adult Learners (p 335)
  • Knowles’ Assumptions About Adult Learners through Models of Individual Behavior (pp 335-347)
  • Framework for Developing Health Communications Stage I-IV (pp359 – 368)

 

Complete questions A & B below in first person narrative (your personal account), short answer format (1 paragraph per question). Do not write in academic tone.

  • Finalize your Lesson Plan/Teaching Outline in the table below.
  • Apply APA style as appropriate.
  • Continue to add to your References at the end of this document.

 

  1. Expert Consultation: Did you consult with an expert in the area you are teaching (clinical nurse educator, peers, faculty, health care providers, or public health resources in the community)? What did the expert tell you and how will that information guide your planning and presentation?
  2. Learning Strategies: The 3Ms: Method, Materials, & Media
    Complete this table identifying any 3 TEACHING-LEARNING FORMATS (METHODS) from Nies & McEwen (TABLE 8-5, p.362) that could be used to implement your project.
Teaching Format (Strategy) Why this format? Will you use this? Why or why not
     
     
     

Complete this table identifying 1- 3 possible Teaching-Learning Materials and Media from Nies & McEwen (TABLE 8-6, p. 364) that could be used to implement your project.

Material or Media Why this format? Will you use this? Why or why not
     
     
     

Teaching Project: Phase E2

Lesson Plan Learning Objectives

Develop 2 “SMART” behavioral learning objectives for your group.

Review the tutorial on writing SMART objectives from the CDC. Complete one Impact and one Outcome Objective below. An impact objective describes how you’ll change how someone feels about something, what they know about something, or how they act regarding something in the short term and what level of change you expect to see. An outcome objective focuses on the longer-term ramifications of your program and describes what the outcomes should be for the entire community. Global Health And Wellness Teaching Project

SMART Impact Objective:

By [mm/dd/yyyy],

[replace this text with the group name – WHO]

will have [replace this text with a behavior that you can see – WHAT],

[replace this text with a number that you can measure including – WHAT]

[replace this text with HOW you’re going to accomplish this and WHY (specify results)]

SMART Outcome Objective:

By [mm/dd/yyyy],

[replace this text with the group – WHO]

will have [replace this text with a behavior that you can see – WHAT],

[replace this text with a number that you can measure including – WHAT]

[replace this text with HOW you’re going to accomplish this and WHY (specify results)]

Which wellness theory or model will you use to guide your teaching? Select an appropriate theory or model from Nies & McEwen Ch. 4.

List wellness theory or model and explain how it will be used to guide your teaching.

Teaching Project: Phase E3

Lesson Plan

Create a brief lesson plan (an outline) of your proposed teaching content using the Table below.

  • Steps common to all client education are pre-filled.
  • Complete the remaining cells according to your preparation.
  • Use this plan to guide your teaching on the day you present the wellness topic to your group.

 

Lesson Title (Make it catchy!):

Share virtual meeting invitation with all group participants

How will you pretest the message and materials before teaching?

What supplies or materials will you prepare?

How will you distribute any materials or handouts to the participants?

Complete the Lesson Plan using this table. Allow approximately 10-15 minutes per topic. Adjust to the time allowed, as needed.

Time (Minutes) Topics The Student Will Learn Teaching Method

(include the name of any handouts, if applicable)
5 Get acquainted with the topic: Why this is important Q&A with group
5 Pre-test What they know already about the topic Chat. Off-mute Q&A.

This info evaluates the Outcome SMART objective
       
       
       
5 Call to Action (CTA) How to practice the new behavior in the coming week  
15 Post-Lesson Review   Final Q&A. This info evaluates the Outcome SMART objective

Total Minutes (60-75 max):

Teaching Project: Phase F1

Insert Follow-Up virtual meeting invitation information here: Share Follow-Up virtual meeting invitation with all group participants

Lesson Plan for Follow-Up Session with Participants

Develop a follow-up session agenda and topics to cover. Plan time according to number of participants who attend. Adjust to the time allowed as needed. Global Health And Wellness Teaching Project

Time (Minutes) Topics The Student Will Learn Teaching Method

(include the name of any handouts, if applicable)
5 Meet and greet They are welcome and accepted Greeting
5 Quick review of topic and CTA (Call to Action) Key points of the topic  
  How did you do? Reinforcement for small steps Taking turns.

Listening.

Note areas to commend & areas to reinforce
5 Call to Action (CTA) How to continue the new behavior  
15 Final Review   Final Q&A. Select questions that will evaluate the Outcome SMART objective

Total Minutes (60-75 max):

To add additional rows: Right-click on a row in the table > Select on Insert > Select Insert Row Above or Below.

References

List all references used in the development of all Phases of your Teaching Project in APA format.

US Department of Health and Human Services. (2020). Healthy People 2030: Objective: Sleep health (SH-3). Healthy People. https://health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-high-school-students-who-get-enough-sleep-sh-04 Global Health And Wellness Teaching Project

Discuss why it is important for nurses to understand the basics of these statistical methods.

/in /by

DATA ANALYSIS

I ONLY NEED THE PART IN RED COMPLETED.

THIS IS A GROUP PROJECT AND THAT IS MY PORTION IN RED.

Data Analysis—Small Group Discussion

As a nurse engaged in evidence-based practice, it is important to recognize how statistics and other data analysis tools are used to generate and assess evidence. Most nurses need only a foundational understanding of statistical tools and terminology to understand the majority of research studies. As a nurse, you should be able to recognize the most commonly used statistical tests, how and when they are used, and how significance is determined.

In this Discussion, you examine different types of statistics and statistical tests, when and why these particular tests would be selected for use, and, most importantly, what the results indicate. To this end, you will be assigned to a group by Day 1 of this week. Each group will be assigned one of the five chapters listed in this week’s Learning Resources and will develop a study sheet on their chapter that will be shared with the other groups.

  • Review the information in your assigned chapter.
  • As a group, develop a 1-page study sheet that includes the following:
    • The key concepts of the chapter: Focus on the basic concepts that are important for nurses to understand as they review research studies.
    • A description of the statistical methods covered in the chapter, what they measure, and under what circumstances they are used. Identify examples of how the statistical methods have been used in research studies.
    • An explanation of the key statistical tests and how they measure significance (if applicable).

The most commonly used inferential statistical tests: An explanation of the key statistical tests and how they measure significance (if applicable). 

  • t-tests
  • analysis of variance (ANOVA)
  • chi-square tests

This week, you are introduced to the process of data analysis. You examine different types of statistics and statistical tests and when they are used. You also assess how to interpret the results of statistical tests.

-For this discussion post, we will…

  • Analyze the use of various statistical tests for analyzing data.
  • Assess the significance of nurses understanding statistical methods

Inferential Statistics Study Guide

  1. Inferential Statistics, which is based on the laws of probability.
    • A description of the statistical methods covered in the chapter
    • what they measure
    • under what circumstances they are used
    • Identify examples of how the statistical methods have been used in research studies.
  2. Sampling Distributions
  3. Estimates of Parameters
  4. Levels of Significance
  5. The most commonly used inferential statistical tests: An explanation of the key statistical tests and how they measure significance (if applicable).
    • t-tests
    • analysis of variance (ANOVA)
    • chi-square tests
  6. The process of testing correlations

Understanding the Basics

Discuss why it is important for nurses to understand the basics of these statistical methods.

L

Conclusion

References

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Discuss why it is important for nurses to understand the basics of these statistical methods.

/in /by

DATA ANALYSIS

I ONLY NEED THE PART IN RED COMPLETED.

THIS IS A GROUP PROJECT AND THAT IS MY PORTION IN RED.

Data Analysis—Small Group Discussion

As a nurse engaged in evidence-based practice, it is important to recognize how statistics and other data analysis tools are used to generate and assess evidence. Most nurses need only a foundational understanding of statistical tools and terminology to understand the majority of research studies. As a nurse, you should be able to recognize the most commonly used statistical tests, how and when they are used, and how significance is determined.

In this Discussion, you examine different types of statistics and statistical tests, when and why these particular tests would be selected for use, and, most importantly, what the results indicate. To this end, you will be assigned to a group by Day 1 of this week. Each group will be assigned one of the five chapters listed in this week’s Learning Resources and will develop a study sheet on their chapter that will be shared with the other groups.

  • Review the information in your assigned chapter.
  • As a group, develop a 1-page study sheet that includes the following:
    • The key concepts of the chapter: Focus on the basic concepts that are important for nurses to understand as they review research studies.
    • A description of the statistical methods covered in the chapter, what they measure, and under what circumstances they are used. Identify examples of how the statistical methods have been used in research studies.
    • An explanation of the key statistical tests and how they measure significance (if applicable).

The most commonly used inferential statistical tests: An explanation of the key statistical tests and how they measure significance (if applicable). 

  • t-tests
  • analysis of variance (ANOVA)
  • chi-square tests

This week, you are introduced to the process of data analysis. You examine different types of statistics and statistical tests and when they are used. You also assess how to interpret the results of statistical tests.

-For this discussion post, we will…

  • Analyze the use of various statistical tests for analyzing data.
  • Assess the significance of nurses understanding statistical methods

Inferential Statistics Study Guide

  1. Inferential Statistics, which is based on the laws of probability.
    • A description of the statistical methods covered in the chapter
    • what they measure
    • under what circumstances they are used
    • Identify examples of how the statistical methods have been used in research studies.
  2. Sampling Distributions
  3. Estimates of Parameters
  4. Levels of Significance
  5. The most commonly used inferential statistical tests: An explanation of the key statistical tests and how they measure significance (if applicable).
    • t-tests
    • analysis of variance (ANOVA)
    • chi-square tests
  6. The process of testing correlations

Understanding the Basics

Discuss why it is important for nurses to understand the basics of these statistical methods.

L

Conclusion

References

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Pediatric Clinical Experience

/in /by

Pediatric Clinical Experience

  • Explain what most excited and/or concerned you throughout your pediatric clinical experience.
  • Discuss how your personal definition of family and family roles has changed or stayed the same.
  • How has your understanding of family and family roles influenced your assessment of children and their families?
  • Explain how your understanding of culture (both the culture of the provider and that of the child and his or her family) has changed and how it may have influenced the assessments you conducted during your practicum.

    ORDER A PLAGIARISM-FREE PAPER NOW

  • Assess how you did with accomplishing the goals and objectives you developed in Week 1 for the practicum experience.
  • Based on your practicum experience, refine your existing goals and/or develop new goals for your continued education and professional practice. Be sure to consider the NAPNAP Position Statement on Age Parameters for Pediatric Nurse Practitioner Practice.
  • Use title page and references according to APA. Pediatric Clinical Experience

DNP-810A EMERGING AREAS OF HUMAN HEALTH

/in /by

DNP-810A EMERGING AREAS OF HUMAN HEALTH

Case Study – Cumulative: Part 4

You will be creating a case study in stages over four course topics. This assignment will add to your previous work in Topic 5. Use an example from your own personal practice, experience, or own personal/family (however, simulated cases are not acceptable for practice immersion hours and therefore not acceptable for this assignment). Examples might include a patient with Duchesne’s muscular dystrophy, Huntington’s disease, Down’s syndrome, sickle cell anemia, BRCA 1 or BRCA 2 mutations, or another genetic disorder that you or the organization you practice in may specialize in treating.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Doctoral learners are required to use APA style for their writing assignments.
  • This assignment requires that at least three additional scholarly research sources related to this topic and at least one in-text citation for each source be included.
  • You are required to submit this assignment to LopesWrite for similarity score and plagiarism. DNP-810A EMERGING AREAS OF HUMAN HEALTH

Directions:

For this assignment (Conclusion of the Case Study), include Parts 1-3 of the Case Study in one document, combined with additional genetics information learned from the assigned readings from all course topics. This assignment is a cumulative combination of selected portions of Parts 1-3 and Part 4. Make sure you have incorporated any faculty feedback received from previous reports.

ORDER A PLAGIARISM-FREE PAPER NOW

Parts 1-3: (ATTACHED).

Do not simply copy/paste entire case reports from Parts 1-3 (ATTACHED). Create a document including only the following areas from previous case reports:

  1. Describe the disease, its prevalence, its incidence, and general knowledge of the disease.
  2. Discuss the laboratory testing that can be done.
  3. Describe if chromosomal analysis is/was indicated and detail the chromosomal change that caused the disease if it is a chromosomal disorder.
  4. Describe the disorder in terms of its origin as either a single gene inheritance or a complex inheritance and considerations for practice and patient education.
  5. Describe the gene mutation of the disease, as well as whether it is acquired or inherited, and how the mutation occurs.
  6. Examine how genetics can influence policy issues. DNP-810A EMERGING AREAS OF HUMAN HEALTH
  7. Discuss any nutritional influences for this disease.
  8. Process of nutritional assessment and counseling as it relates to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness.

Part 4:

In addition, this cumulative case study must include the following:

  1. Discuss any ethical considerations for this disease.
  2. Compare how genetics can improve care and health outcomes while reducing cost to usual practices.
  3. Discuss the changes in approaches to care when new evidence warrants evaluation of other options for improving outcomes or decreasing adverse events.
  4. Create a plan for how you might educate colleagues or patients on this genetic disorder.

Down Syndrome- A Case Study: Part II

Introduction

Genetic disorders can be a handful if not properly handled. During my internship at my local healthcare facility, I was more intrigued by the lack of adequate Family Health History (FHH) communication networks as it is a strong predictor of the risks associated with the disease. It is also useful for guiding preventive care. This case study aims to illuminate the importance of FHH and FHx tools in guiding the treatment of Down Syndrome. I specifically focus on the prevalence of Down Syndrome within society and the rudimentary treatment processes that are used to treat the disease.

Chromosomal Analysis

To effectively establish the prevalence and incidences of acute and genetic disorders, most healthcare centers allocate a laboratory for running chromosomal analysis of incoming patients. One of the most common diagnostic tests is the karyotype genetic test. In essence, the karyotype test analyzes the size, shape, and number of chromosomes in a patient’s genetic makeup (“Down syndrome- Symptoms and causes”, 2022).

A normal person typically has 46 chromosomes divided into 23 pairs. Further, one of each chromosome comes from either the father or mother. The karyotype test figures out whether you have the normal number of chromosomes as well as if the chromosomes have the appropriate sizes and shapes. If the chromosomal analysis indicates any other readings from the normal spectrum, then the patient suffers from a genetic disease. DNP-810A EMERGING AREAS OF HUMAN HEALTH

Chromosomal analysis is not only used to establish whether a patient suffers from a genetic disease, but also the specific genetic disease that the patient is suffering from. The karyotype test is used to identify any of the following genetic diseases:

  • Down Syndrome
  • Edward’s Syndrome
  • Turner Syndrome
  • Amniocentesis

The karyotype test is mostly used to test for Down Syndrome after the symptoms are identified. What’s more, the chromosomal test can be used to check for Down syndrome in unborn babies in pregnant mothers, young babies, stillborn babies as well as young adults (“Down syndrome- Symptoms and causes”, 2022).

ORDER A PLAGIARISM-FREE PAPER NOW

Origin of Down Syndrome

The Down Syndrome disease is a genetic disorder that is caused by the addition of an extra full chromosome or the partial formation of chromosome 21. Partial formation of the chromosome or the addition of another chromosome affects the developmental and physical changes of a person. Even so, the level of severity varies with each individual. What’s evident in the fact that Down syndrome results in a lifelong intellectual disability or delays in the development of certain bodily systems.

Not much is known about the origin of Down Syndrome. While most relevant research indicates that the disease can be inherited, other research sources also reveal that one can just get it through the genetic disorder. The studies indicate that most of the time, Down syndrome isn’t inherited. The only notable genetic inheritance is prevalent in the translocation of down syndrome. It can easily be passed from the parent to the child. Nonetheless, there are minimal cases where Mosaic Down Syndrome and Trisomy 21 is passed down from the parent to the child. Interestingly, Down syndrome follows a complex inheritance as there is not enough data to validate this connection. The lack of information on the subject is due to the lack of a valid Family Health History (FHH) for an appropriate project study sample. In any case, available research indicates that even translocation of down syndrome is only present in 3 to 4 percent of individuals with down syndrome (Goergen, Ashida, Skapinsky, de Heer, Wilkinson, & Koehly, 2016).

Most local healthcare centers do not have enough data to establish an identification protocol for patients whose children are prone to down syndrome. Mostly, sociocultural factors have had a huge impact on this premise. It is prudent to argue that most individuals are reluctant to share familial information regarding their health. You will also find that the only available data on familial networks exists primarily in clinical institutions that have had longer relationships with familial generational patients. DNP-810A EMERGING AREAS OF HUMAN HEALTH

Despite the introduction of FHx tools trying to fix or improve scientific research on prevalent genetic diseases, the ground remains non-receptive (Canary, Elrick, Pokharel, Clayton, Champine, Sukovic, Jung, & Kaphingst, 2019). Most of the individuals in society prefer not to share certain personal health information as they do not trust the security of this information. While the technological age has greatly advanced treatment procedures, there remains a great mistrust of the safety of digital data.

We would recommend that healthcare institutions should create outreach programs aimed at sensitizing individuals on the importance of using data to improve and solve specific problems in healthcare. In specific, the outreach programs should declare how this information can be used to create a basis for solving rare genetic diseases such as Down Syndrome. Furthermore, the ministry of health in collaboration with healthcare institutions should emphasize the benefits of using FHx tools to improve FHH communication networks.

Gene Mutation Analysis

All in all, current data on Down Syndrome has yielded surprising results. You can easily check whether your unborn child or your young child has Down Syndrome. For unborn babies, pregnant women are encouraged to take the preliminary screening tests during the first and second trimesters of pregnancy. It is especially the case if there is a confirmed case of familial history with the disease. Alternatively, Down Syndrome can be tested in young children if they exhibit the relevant symptoms associated with the prevalence of the genetic disease. Early treatment protocols can be established to control the disease if it is noticed in the early stages of development.

In addition, the karyotype test is useful in determining whether, and the type of down syndrome a patient is suffering from. Even though there is no established cure for Down Syndrome, data from established FHH communication networks is essential in establishing risk factors for the genetic disease (Welch, Wiley, Pflieger, Achiangia, Baker, Hughes-Halbert, Morrison, Schiffman, & Doerr, 2018). Here are some risk factors that you should look out for today: DNP-810A EMERGING AREAS OF HUMAN HEALTH

  • Advanced motherhood age
  • Genetic carriers for translocation of Down Syndrome
  • Bearing one child with Down Syndrome

Conclusion

It is imperative to improve disease risk predictions and tailor preventive care to patients’ risk factors, making it the primary goal. Family health history is indeed the most appropriate approach for immediate gathering of genetic and environmental data that may be relevant to the patient. With the advances in technologies and reduced costs of sequences, comprehensive sequencing tests is required to perform a risk assessment (Haga & Orlando, 2020).  This helps to provide the optimal early interventions for patients and families with multigenerational family history of the Down Syndrome disease to provide them with the knowledge of the most current information on preventative care.

References

Canary, H. E., Elrick, A., Pokharel, M., Clayton, M., Champine, M., Sukovic, M., Hong, S. J., & Kaphingst, K. A. (2019). Family health history tools as communication resources: Perspectives from Caucasian, Hispanic, and pacific islander families. Journal of Family Communication, 19(2), 126-143. https://doi.org/10.1080/15267431.2019.1580195

Goergen, A. F., Ashida, S., Skapinsky, K., de Heer, H. D., Wilkinson, A. V., & Koehly, L. M. (2016). What you don’t know. Public Health Genomics, 19(2), 93-101. https://doi.org/10.1159/000443473

Goergen, A. F., Ashida, S., Skapinsky, K., Heer, H. D., Wilkinson, A. V., & Koehly, L. M. (2016). What you don’t know…: Improving family health history knowledge among multigenerational Mexican origin families https://doi.org/10.1159/000443473

Haga, S. B., & Orlando, L. A. (2020). The enduring importance of family health history in the era of genomic medicine and risk assessment. Personalized Medicine, 17(3), 229-239. https://doi.org/10.2217/pme-2019-0091

Mayo Clinic. (2022). Down syndrome – Symptoms, and Causes. Retrieved 5 April 2022, from https://www.mayoclinic.org/diseases-conditions/down-syndrome/symptoms-causes/syc-20355977

Welch, B. M., Wiley, K., Pflieger, L., Achiangia, R., Baker, K., Hughes-Halbert, C., Morrison, H., Schiffman, J., & Doerr, M. (2018). Review and comparison of electronic patient-facing family health history tools. Journal of Genetic Counseling, 27(2), 381-391. https://doi.org/10.1007/s10897-018-0235-7. DNP-810A EMERGING AREAS OF HUMAN HEALTH

 

Identify the contributing factors, and discuss how to prevent this kind of error from occurring in the future.

/in /by

When patient safety is compromised, it is critical to get to the root of the issue in order to determine how to ensure patient safety and avoid risks in the future. Nurses can use analytical technique

When patient safety is compromised, it is critical to get to the root of the issue in order to determine how to ensure patient safety and avoid risks in the future. Nurses can use analytical techniques to determine root causes related to various types of errors. Medication error is a typical error that can be subject to process improvement in general, and root cause analysis in particular. This process came out of NASA after the Space Shuttle Columbia disaster and has been adopted by the health care industry. This week, you analyze a case related to medication error, and you examine how root cause analysis is applied to prevent future error and formulate process improvement plans.

Learning Objectives

Students will:

  • Analyze the composition of a root cause analysis team      in relation to effective practice
  • Critique the effectiveness of the performance      improvement charts in identifying contributing factors
  • Apply findings from a root cause analysis to prevent      future errors
  • Apply a quality improvement process to an improvement      plan

Learning Resources 

Required Readings

Spath, P. (2013). Introduction to healthcare quality management (2nd ed.). Chicago, IL: Health Administration Press.

· Chapter 4, “Evaluating Performance” (pp. 73–110)

· Chapter 5, “Continuous Improvement” (pp. 111–130)

· Chapter 6, “Performance Improvement Tools” (pp. 131–162)

Note: Although these chapters are previously assigned readings, please review them in preparation for this week’s material.

Yoder-Wise, P. S. (2015). Leading and managing in nursing (6th ed.). St. Louis, MO: Mosby.

· Chapter 17, “Leading Change” (pp. 305–320)

· Chapter 23, “Conflict: The Cutting Edge of Change” (pp. 431–447)

Required Media

Laureate Education (Producer). (2016a). Root cause analysis at Downtown Medical [Interactive file]. Baltimore, MD: Author.

Laureate Education (Producer). (2016b). RCA dramatization 1 [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 4 minutes.

Case scenario involving medication error including pharmacy, physician, and nurse—interdepartmental collaboration. Interactive media—students select options that generate chart based on choices (Voiceover reads the document aloud—include a downloadable pdf).

Discussion: Root Cause Analysis

Review the case scenario included in this week’s media resources, and examine the process flow chart, cause/effect diagram, and Pareto chart related to the case scenario. 

In the scenario, the nurse manager and the director of pharmacy blame each other for the error. The facilitator (quality assurance person) asks everyone to avoid blaming and focus on applying the tools to analyze the data and get to the root cause of the error. While all of these tools contribute, for this Discussion, select one tool to analyze.

By Day 3

Post each of the following:

  • Analyze the composition of the RCA team. Explain what      knowledge they can contribute to the RCA.
  • Describe the collaboration in the case study that led      to effective problem solving. Identify the evidence you observe in the      scenario that demonstrates effective collaboration and the avoidance of      blaming.
  • Explain the team’s process in testing for and      eliminating root causes that were not contributing.
  • Select one of the performance improvement charts      presented in the scenario and critique its effectiveness by explaining how      it contributes to identifying the root cause and determining a solution to      prevent repeat medication errors.
  • Identify the contributing factors, and discuss how to      prevent this kind of error from occurring in the future.

Support your response with references from the professional nursing literature. Your posts need to be written at the capstone level (see checklist)

Notes Initial Post: This should be a 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations.  

Practice Experience: Stakeholder Analysis

The next step in the process is to begin identifying the challenges and impediments to implementing a quality improvement plan. In the analysis consider the individuals affected by the change as well as the cost of implementing the quality improvement plan.

By Day 4

Post a description of some of the proposed action steps for implementing improved practice, and explain where potential challenges might compromise your proposed improvement project. Describe what resources are needed for your solution, and explain whether or not those resources are cost-effective. Continue to collaborate with the selected individuals in your practice environment as needed in the development of the Practice Experience Project, and share this information with your group.

Wk 5 Individual Assignment: Future Policy Issue

/in /by

Wk 5 Individual Assignment: Future Policy Issue

Research and select an emerging health care issue. This can include but is not limited to the following:

  • Opioid crisis
  • Escalating drug prices
  • Cybersecurity issues
  • Behavioral health care
  • Aging population
  • Health care employee burnout
  • Health care information transparency

 

Using the information you’ve learned in the course, discuss how you would design a policy for the health care issue you selected. Remember to take into consideration the various aspects of the policy development cycle and level of implementation (federal, state, or local). Wk 5 Individual Assignment: Future Policy Issue

ORDER A PLAGIARISM-FREE PAPER NOW

Respond using 525 to 700 words to the following prompts:

  • What is the issue, what is the problem associated with the issue that you want to work toward solving, and who are the main stakeholders who can influence the success of the policy?
  • Why is this issue important and what is the target population?
  • How would you suggest implementing the policy and at what level (federal or state government)?
  • How would you propose the policy be evaluated and when would the evaluation occur?
  • What possible courses of action (revisions) would likely be needed if the evaluation of the policy suggests that the proposed policy is not fulfilling its intended purpose?

 

Cite at least 2 reputable references. Reputable references include trade or industry publications, government or agency websites, scholarly works, a textbook, or other sources of similar quality. Wk 5 Individual Assignment: Future Policy Issue

 

Nursing homework help

/in /by

Assignment Description:

Orlando and the 1950s and 60s

Create a PowerPoint presentation that addresses each of the following points/questions.

Be sure to completely answer all the questions for each bullet point.

Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation.

Support your content with at least four (4) outside sources and the textbook using APA citations throughout your presentation.

ORDER A PLAGIARISM-FREE PAPER NOW

Make sure to cite the sources using the APA writing style for the presentation. Include a slide for your references at the end. Nursing homework help

Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Should not include full sentences. Include explanation in text below the slide.

Please create a PowerPoint (14-17 slides) to answer the following:

Case study – Please do not include the case study in the PPT slide. Points will be deducted.

Ann, a community nurse, made an afternoon home visit with Susan and her father. After the death of her mother, Susan had growing concerns about her father living alone. “I worry about my father all the time. He is becoming more forgetful and he has trouble seeing. Mom used to take care of him. I am not sleeping and I am irritable around him. Yesterday I shouted at him because he wouldn’t let me help him with his laundry. I felt terrible! I am at my wits’ end! My brothers and sisters do not want to put dad in a nursing home but they are not willing to help out. As usual, they have left me with all the responsibility. I work part time and have two small children to care for.” Susan’s father, Sam, sat quietly with tears filling his eyes. He was well nourished and well-groomed but would not make eye contact. Nurse Ann noticed that the house was clean and orderly. A tray in front of the TV had the remains of a ham sandwich and glass of ice tea. Mail was piled up, unopened on a small table near the front door. There was only one car in the driveway and the yard was in need of attention. Nursing homework help

  • What questions does Orlando’s theory guide the nurse to consider in caring for Susan and Sam?
  • Develop a family plan of care from the perspective of Orlando.

Explore the 1950 and 60’s in the United States:

  • Explore was happening in the United States during this time (culture, social, economics, struggles)
  • What did nursing look like during this time (what were their jobs like, responsibilities, dress, autonomy, respect)
  • What is the most influential accomplishment in nursing theory from the 1950’s and 1960’s?Nursing homework help

 

3) Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (The CLABSI team held a meeting with the nursing informatics department to come up with a solution)

/in /by

Journal Entry 2

Journal Entry 2

 This week, you complete and submit your first journal entry. Your journal draws from evidence, concepts, and/or theories you have examined in this program, especially those related to your specialization. What have you observed during your Practicum Experience that you would like to analyze through your journal writing?

 To prepare:

 Reflect on your Practicum Experiences in Weeks 4–7.

·         Think about the evidence, concepts, and/or theories (evidence) learned throughout this program and your specialization.

·         Analyze a problem, issue, or situation that you have observed during your Practicum Experience. (There was an unplanned downtime of the electronic health system (EHR) which lasted an hour).

·         Using a minimum of three peer-reviewed sources of evidence, consider what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from the scholarly literature. (See attached pdf of the peer-reviewed articles)

·         Determine how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (Read attached pdf articles)

·         Given the various evidence-based approaches that can be used in handling the observed problem, situation, or issue, think about a plan for approaching the matter differently. (Read attached pdf articles)

To complete:

Write a 250- to 300-word journal entry in APA format and at least 3 references (identified as Journal Entry 1) in which you do the following:

1)      Describe a problem, issue, or situation that you have observed during your Practicum Experience (no more than a half page). (Central Line-Associated Bloodstream Infections [CLABSI]).

2)      Using no fewer than three peer-reviewed sources of evidence (SEE ATTACHED PDF), analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from scholarly literature. (there was 5 CLABSI incidence at my practicum site during the month of April. All 5 cases were due to the fact that all positive blood cultures were drawn from the central line. In 4/5 cases, only peripheral blood cultures were ordered but the nurses decided to draw from the central line instead, therefore creating infections in the central line).

3)      Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (The CLABSI team held a meeting with the nursing informatics department to come up with a solution)

4)      Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently. (See attached plan)

(A CLABSI meeting was held after the incidence, as the result, it was decided that in order to prevent CLABSI, staff should:1) Label all tubing with date and time and initials 2) document all tubing and cap changes, 3) properly identify and document central line lumens, 4) only draw blood cultures from central line if suspecting that the line is infected (septic) with doctor’s order only. 5) Backflush secondary tubing instead of connecting a new set. Additionally, and most importantly, the nursing informatics team developed additional documentation in the electronic health record system to ensure that the above numbered steps are being followed

Required Readings

Theodoro, D., Olsen, M. A., Warren, D. K., McMullen, K. M., Asaro, P., Henderson, A., & … Fraser, V. (2015). Emergency Department Central Line-associated Bloodstream Infections (CLABSI) Incidence in the Era of Prevention Practices. Academic Emergency Medicine: Official Journal of The Society For Academic Emergency Medicine, 22(9), 1048-1055. doi:10.1111/acem.12744

VESELY, R. (2017). PREDICTIVE ANALYTICS: IU Health knows the patient in Room 103 is at high-risk for CLABSI. WOULD YOU?. H&HN: Hospitals & Health Networks, 91(2), 20-25.

Valencia, C., Hammami, N., Agodi, A., Lepape, A., Herrejon, E. P., Blot, S., & … Lambert, M. (2016). Poor adherence to guidelines for preventing central line-associated bloodstream infections (CLABSI): results of a worldwide survey. Antimicrobial Resistance And Infection Control, 549.