Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

May 25, 2022/in Nursing Homework Help /by Naomi Nas

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

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

Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Select one of the following as the focus for the teaching plan:

Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

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

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

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

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

Attachments

NRS-428VN-RS3-CommunityTeachingWorkPlanProposal.docx

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

Bioterrorism/Disaster
Environmental Issues
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:

Estimated Time Teaching Will Last:

One week

Location of Teaching:

Outpatient facilities of health facilities

Supplies, Material, Equipment Needed;

Manila charts, markers, pens, fliers, posters, refreshments

Estimated Cost:

$10,000

Community and Target Aggregate:

All age groups of the community attending outpatient services in various health facilities.

Topic:

Primary Prevention/Health Promotion

Identification of Focus for Community Teaching (Topic Selection):

In the recent past, there has been a shift from precision medicine to preventive medicine as emphasized in the establishment of community medicine discipline. This discipline largely involves educating the general public on effective disease prevention measures (Cooper, 2018). Therefore there should be a well-structured curriculum on how the process should be undertaken. The community teaching on primary disease prevention and health promotion will involve certified health care providers as the facilitators and will target community members from all age groups, ethnicity, religion and cultural beliefs.

Epidemiological Rationale for Topic (Statistics Related to Topic):

The epidemiological rationale for selecting to focus on primary disease prevention and health promotion is due to increased occurrence on novel diseases whose disease course and process are not well understood thus the best way to mitigate the adverse effects to the community is to prevent there occurrence. This is evidenced by the current global pandemic of coronavirus disease of 2019, COVID-19. Since it was first reported in china, measures have been put in place to compart its spread since little knowledge about its disease process is known (Fauci, 2020). This could also be applied for other commonly occurring disease co-morbidities in the community whose occurrence can prevented. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Teaching Plan Criteria

The teaching plan for educating the community on Primary prevention and health promotion will include the following approaches;

Establishing the objectives of the program
Obtaining funding for the program
Selecting the facilitators of the program
Selecting the target audience
Selecting convenient locations to conduct the exercise
Creating awareness around the intended program among the target community
Conducting the exercise
Evaluating the outcome of the exercise if they meet the objectives of the exercise.

The funding for the community teaching exercise should cover for the remuneration of the facilitators and other human workforce that will be required for the exercise, campaign material in preparation for the exercise and also the teaching material and refreshments for the participants during the program. The potential sponsors of the exercise are government organizations, non-governmental organizations or other willing profit and non-profit organizations.

Facilitators of the community teaching exercise will be selected on merit. The facilitators will have to be certified medical personnel. The selection will cut across all the medical disciplines; medical officers, nursing officers, public health officers and other disciplines. The facilitators will oversee various stations of the exercise and aid in implementing the objectives of the exercise to realize the intended goal of the exercise.

The target audience of the community teaching on primary prevention and health promotion will be the persons who are willing to learn about the activity. It will target persons from all age brackets regardless of their ethnicity, religious and cultural beliefs. The exercise will aim to involve the entire community and create ambassadors who will help propel the message within the community even after the exercise is over.

The various stations for the exercise will include social halls, hospital grounds, and peripheral health facilities. The various locations for the training will be overseen by the selected facilitators. The marked locations will be open between the hours of 0800HRS to 1600HRS and they will have 3 sessions per day on the same topic. The first session will run from 0800hrs to 1000hrs, the second session will run from 1030hrs to 1230hrs, and the third session will run between 1400hrs to 1600hrs. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Nursing Diagnosis:

Nursing diagnosis is the clinical judgment made in response to a health condition. The nursing diagnosis will be drawn from the results realized after the exercise. Evaluation of medical records from screening clinics, medical check-up clinics and follow-up clinics will play a major role making the nursing diagnosis.

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Readiness for Learning:

The readiness for learning among the target aggregate will be assessed by the level of interest the persons will show on initial contact while handing out the campaign material. This will be quantified by how inquisitive one will be about the intended exercise. Experimental readiness to learn will be assessed factoring in the individual’s cultural background, past experiences with such learning, and level of aspiration one has in regards to primary prevention and health promotion.

Goal:

The objectives of the community teaching on primary prevention and health promotion are centered around the Health People 2020 (HP2020) objectives. The HP2020 was established in the year 2020 with a goal of attaining high quality and long lives free from preventable diseases, injury, disability and premature death; to promote health equity and eliminate disparity in health care provision and improve health in all groups; to create physical and social environments that enhance good health for everyone; and to promote healthy development, quality of life and enhance healthy behaviors across all the life stages. This particular teaching exercise will focus on the first HP2020 objective which is, preventing preventable diseases, injuries, disabilities and premature deaths.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The Alma Ata Declaration that was established in 1978 emphasizes on health for all to increase life expectancy through preventing preventable diseases and early disease detection and modification. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective
and DomainExample – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)

Content
(be specific)Example – The Food Pyramid has five food groups which are….

Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….

Strategies/Methods

(label and describe)

Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

To assess the level of awareness on primary prevention/health promotion

The level of awareness will be evaluated be asking about the preventive measure the people know like; diet modification, and exercising to reduce the occurrence of hypertension

1. The level of initial awareness on primary prevention/health promotion will be assessed through administering questionnaires and interviewing the people of the community as interactive sessions.

To educate the community on primary prevention/health promotion

The public will be educated on ways to prevent diseases such as increase their level of physical life and reducing sedentary lifestyle to reduce chances of developing hypertension, diet modification to reduce fatty food intake to reduce occurrence of obesity, reducing alcohol intake to prevent liver diseases and cease smoking to prevent respiratory diseases.

The process of educating the public will involve use of flyers, handout and carrying physical class set-up sessions to teach the community members on the preventive measures they can employ to prevent disease occurrence and progression.

To assess the outcome of the community teaching on primary prevention/health promotion

After conducting the exercise, there is an expected positive shift of health seeking behavior and reduction in occurrence of preventable diseases like hypertension, diabetes and other cardiovascular conditions.

Evaluation of the outcome of the exercise will be done through analyzing medical files from various clinics including the screening clinics, medical check-up clinics and medical follow-up clinics.

To promote healthy behavior within the community.

Promoting health healthy behavior like responsible alcohol intake, taking a balanced diet and engaging in regular physical activity to serve as a measure of primary disease prevention.

This will be achieved through highlighting the benefits of such healthy behavior on an individual level giving examples of persons who have adopted such lifestyle

Creativity:

Creating awareness around the exercise prior to undertaking the exercise will be important has it will increase the number of people who will show up for the exercise. The campaign for the intended exercise will include printing out posters, fliers and handout that will be distributed within the community by social workers. The information on the fliers, posters and handouts will highlight the objectives of the exercise and the locations where the training will be carried out with stipulated times and dates for the said events. The flyers and handout will be distributed at the outpatient departments of various health facilities, and social centers like market places and entertainment areas. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Planned Evaluation of Objectives (Outcome Evaluation):

The outcome evaluation of the exercise will me assess through the subsequent changes in;

Health seeking behavior
Medical check-up clinics
Medical follow-up clinics
Medical Screening and diagnostic trends

The health seeking behavior of the community will be assessed through evaluating the disease stage of initial presentation of the patient to the clinician (Romanes, 2019). The earlier the present the better the prognosis for the patient because preventive measure to stop disease progression can be implemented.

Planned Evaluation of Goal:

The number of people showing up for regular medical check-ups and subsequent medical follow-up clinics would be an effectiveness way of assessing the effectiveness of the exercise as it directly reflects the response of the community to the exercise.

The number of people seeking Prophylactic and diagnostic screening for propensity of disease occurrence is an important tool to evaluate for community awareness of primary disease prevention and health promotion.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

The process evaluation will be done through assessing the daily turn-out of people to the exercise. At the end of the exercise, the participants will be given a test to assess their level of understanding of primary prevention/health promotion and awarded certificates of participation. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Barriers

The extent barriers to the community teaching are;

lack of sufficient funding for the exercise
unwilling human resource to carry out the exercise due to poor remuneration from the program.
Lack of a standardized structured curriculum to carry out the community teaching.

Therapeutic Communication

The therapeutic communication on this exercise will be done on a face-to-face level. The presentation will involve use of charts, diagrams and inclusion of persons who will serve as life example of people who have embraced primary prevention/health promotion. The sessions will be interactive sessions with the presenters posing random questions to the audience to assess for active listening. In conclusion for the presentation, distribution of handout with more information pertaining to the exercise will be nonverbal communication employed to enable continuity of the learning process.

References

Fauci, A. S., Lane, H. C., & Redfield, R. R. (2020). Covid-19—navigating the uncharted. The New England Journal of Medicine, 328(), 1268-1268. DOI: 10.1056/NEJMe2002387

Psaty, B. M., Dekkers, O. M., & Cooper, R. S. (2018). Comparison of 2 treatment models: precision medicine and preventive medicine. JAMA, 320(8), 751-752. 10.1001/jama.2018.8377. PMID: 30054607.

Topacio, D. P., Romanes, M. A. J. D., Salazar, R. P., & Legaspi, M. J. P. Assessment of Health-Seeking Behavior and its Determinants Among the DepEd Teaching Personnel in a Public Schools District. Provincial Government of Cavite through the Special Education Fund, 50. SalikSuri Research Journal, 1(1), https://www.researchgate.net/publication/344604014

Course Code	Class Code	Assignment Title	Total Points
NRS-428VN	NRS-428VN-O503	Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal	100.0

Criteria	Percentage	Unsatisfactory (0.00%)	Less Than Satisfactory (80.00%)	Satisfactory (88.00%)	Good (92.00%)	Excellent (100.00%)	Comments	Points Earned
Content	80.0%
Planning and Topic	30.0%	The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted.	The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.	The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal	The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity.	The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.

Effectiveness of Teaching Plan Criteria	40.0%	Two or more of the assignment criteria are omitted.	More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed.	One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed.	All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective.	All assignment criteria are thoroughly completed. Rational and detail is provided throughout.

Therapeutic Communication (C4.2)	10.0%	Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated.	The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience is presented.It is unclear if nonverbal techniques were employed. More information is needed. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal	The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience. A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed.	The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed.	The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.


Organization and Effectiveness	15.0%
Organization of Proposal, Paragraph Development, and Transitions	10.0%	Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.	Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness.	Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.	A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.	Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.

Criteria 2Mechanics of Writing (includes spelling, punctuation, grammar, language use)	5.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal	Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	Writer is clearly in command of standard, written, academic English.


Format	5.0%
Paper Format (use of appropriate style for the major and assignment)	2.0%	Template is not used appropriately or documentation format is rarely followed correctly.	Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.	Template is used, and formatting is correct, although some minor errors may be present.	Template is fully used; There are virtually no errors in formatting style.	All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	3.0%	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal	Sources are documented, as appropriate to assignment and style, although some formatting errors may be pre

Pediatric Assignment

May 25, 2022/in Nursing Homework Help /by Wilson Andere

Pediatric Assignment

Gender: ________________

Age: ______________ Chief complaint: _________________

Medical History:

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	0800	1200
Temp
RR
HR
BP
O2

What lead to your client being in Peds? (Research the cause/disease process)

What treatment(s) is your client receiving?

What is the Erikson Stage of Development for your client? Give at least one example from your time with your client that shows their development stage. How does the stage of development impact the care given to your client? Pediatric Assignment

What are some cultural consideration you noticed with your client and his/her family?

Healthcare systems elements (continued) ALLERGIES:
Medications: List all medications, dosages, classifications and the rational for the medications prescribed for this patient include major considerations for administration and the possible negative outcomes associated with this medication. DEFINE 1: What the medications does to the body to the cellular level AND 2: Why the patient is taking the medication? Medication/dose Classification Indication/ Rationale SE’s/Nursing Considerations Client Education Text Reference

CONCEPT MAP

Nursing Diagnosis

Problem statement: (NANDA)

Related to: (What is happening in the body to cause the issue?)

Manifested by: (Specific symptoms)

LAB VALUES AND INTERPRETETION

LAB

Normal

Range

Value

Clinical Significance

Nursing Assessments/

Interventions Required:

LAB

Normal

Range

Value

Clinical Significance

Nursing Assessments/

Interventions Required:

HEMATOLOGY

CHEMISTRY

CBC

Glucose

WBC

BUN

RBC

HGB

GFR

HCT

PLATLETS

Diff:

CO2

Polys

Bands

Phos

Lymphs

Amlylase

Mono’s

Lipase

Eosin

Uric Acid

GBC indices

Protein

MCV

Albumin

MCH

MCHC

Enzymes

COAG’S

LDH

CPK

INR

SGOT

PTT

SGPT

ABG’S(V 0R A)

Triponin I

Myoglobin

PCO2

PO2

Cholesterol

BASE EX:

SAT:

URINALYSIS

Normal

Range

Value

Clinical Significance

Nursing Assessments/

Interventions Required:

Findings

Clinical Significance

Nursing Assessments/

Interventions Required

Color

Gastroccult

Clarity

Hemoccult

Sp. Gravity

Protein

Glucose

Ketones

Bilirubin

Occ. Blood

RADIOLOGY

Urobilogen

WBC

EKG

RBC

Epithelia

PET SCAN

WBC

RBC

Epith Cell

Bacteria

MRI

Hyal Cast

MRA

Gran Cast

Ultrasounds

Leukocytes

Nitrite

ACCUCHECKS

Endoscopy

Colonoscopy

Additional information:

Reflection:

REMEMBER THAT THE EXPECTED OUTCOMES MUST BE MEASURABLE. THE INTERVENTIONS ARE WHAT YOU DO TO ASSURE THE OUTCOME AND THE CLIENT’S RESPONSE IS SPECIFICALLY HER RESPONSE.

PLAN OF CARE: Use your top two priorities

NANDA NURSING DIAGNOSIS use NANDA definition	Expected outcomes of care (Goals)	Interventions	Patient response	Goal evaluation
NRS DX: Problem Statement: R/T: (What is the cause of the symptom) Manifested by: (Specific symptoms)	*Short term goal: Create a SMART goal that relates to hospital stay/shift/day.* **Long term goal: Create a SMART goal that is appropriate for discharge.**	This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes) Interventions for short-term goal: 1. 2. 3. Interventions for longterm goal: 1. 2. 3.	Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch) Reassess for short-term goal: 1. 2. 3. Reassess for long-term goal: 1. 2. 3.	Was it met or not met there is no partially met.
NANDA NURSING DIAGNOSIS use NANDA definition	Expected outcomes of care (Goals)	Interventions	Patient response	Goal evaluation
NRS DX: Problem Statement: R/T: (What is the cause of the symptom?) Manifested by: (specific symptoms)	Short term goal: Create a SMART goal that relates to hospital stay. Long term goal: Create a SMART goal that is appropriate for discharge.	This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes)	Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch)	Was it met or not met there is no partially met.

Reflection:

Please give references.

Healthcare systems elements

May 25, 2022/in Nursing Essay Help /by Wilson Andere

Healthcare systems elements

Healthcare systems elements (continued) ALLERGIES:
Medications: List all medications, dosages, classifications and the rational for the medications prescribed for this patient include major considerations for administration and the possible negative outcomes associated with this medication. ORDER A PLAGIARISM FREE PAPER NOW DEFINE 1: What the medications does to the body to the cellular level AND 2: Why the patient is taking the medication? Medication/dose Classification Indication/ Rationale SE’s/Nursing Considerations Client Education Text Reference
Oxytocin
Carboprost (Methergine)
Hemabate
Misoprostol (Cytotec)

CONCEPT MAP

Nursing Diagnosis

Problem statement: (NANDA)

Related to: (What is happening in the body to cause the issue?)

Manifested by: (Specific symptoms)

Additional information:

REMEMBER THAT THE EXPECTED OUTCOMES MUST BE MEASURABLE. THE INTERVENTIONS ARE WHAT YOU DO TO ASSURE THE OUTCOME AND THE CLIENT’S RESPONSE IS SPECIFICALLY HER RESPONSE.

PLAN OF CARE: Use your top two priorities

NANDA NURSING DIAGNOSIS use NANDA definition	Expected outcomes of care (Goals)	Interventions	Patient response	Goal evaluation
NRS DX: Problem Statement: R/T: (What is the cause of the symptom) Manifested by: (Specific symptoms)	*Short term goal: Create a SMART goal that relates to hospital stay/shift/day.* **Long term goal: Create a SMART goal that is appropriate for discharge.**	This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes) Interventions for short-term goal: 1. 2. 3. Interventions for longterm goal: 1. 2. 3.	Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch) Reassess for short-term goal: 1. 2. 3. Reassess for long-term goal: 1. 2. 3.	Was it met or not met there is no partially met.
NANDA NURSING DIAGNOSIS use NANDA definition	Expected outcomes of care (Goals)	Interventions	Patient response	Goal evaluation
NRS DX: Problem Statement: R/T: (What is the cause of the symptom?) Manifested by: (specific symptoms)	Short term goal: Create a SMART goal that relates to hospital stay. Long term goal: Create a SMART goal that is appropriate for discharge.	This is specific to the patient that you are caring for. A list of planned actions that will assist the patient to achieve the desired goal. (i.e. obtain foods that the patient can eat/ likes)	Identify what the patients response or “outcome is to the goal or care that you have provided. i.e. patient ate 45% of lunch)	Was it met or not met there is no partially met.

References:

Poster Development

May 25, 2022/in Nursing Homework Help /by Wilson Andere

Poster Development

NU-740: Week 14 Assignment 1: Poster Development

Week 14 Assignment 1: Poster Development

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignments

Instructions

Go to the website Creating Effective Poster Presentations, found at DNP Connections on Moodle.
Once on that site, review the following tabs:
1. An Effective Poster
2. Define Your Message
3. Know Your Audience(s)
4. An Effective Abstract
Following your review, discuss your experience and comfort level with creating posters.
If poster creation is a new skill for you, discuss some of the challenges you predict you might encounter.

Please refer to the Grading Rubric for details on how this activity will be graded. Poster Development

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 14: Learning Materials

Readings

Required

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
- Chapter 15: Disseminating the Results
Moran Textbook PowerPoint – Chapter 15 (PPT)

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Other Moran Textbook PowerPoint presentations:

Moran Textbook PowerPoint – Chapter 4 (PPT)
Moran Textbook PowerPoint – Chapter 13 (PPT)
Moran Textbook PowerPoint – Chapter 14 (PPT)
Moran Textbook PowerPoint – Chapter 16 (PPT)

Week 15 Assignment 2: Complete Your SPP PowerPoint Presentation

Value: Complete/Incomplete

Due: Day 3

Grading Category: Complete/Incomplete

Instructions

This week, you will be presenting your Proposal Defense to your faculty at the prearranged date/time that you scheduled in Week 12.

Please refer to the Grading Rubric for details on how this activity will be graded.

Note: You will not submit anything this week. You will receive a complete mark after you have met with your faculty.

Week 15 Assignment 1: Proposal Defense Presentation

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignment

Instructions

For this assignment, you will need to attend at least one Richard and Sheila Young School of Nursing DNP Defense during this semester. After you attend, write a brief synopsis (one paragraph) that includes the date and title of the DNP student’s defense you attended. In your synopsis, answer the following:

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What is one detail you learned that can be applied to your SPP?
Where do you feel you will need the most assistance in preparing your own defense?
List one goal you plan to achieve in preparation for your own DNP defense.

Submit your answers in a Word document.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 15: Learning Materials

Readings

Required

There are no assigned readings; however, you should be reading material from Moran et al. (2020) that is specific to your project.

Instructional Materials

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)
Carnegie, D. Speak More Effectively (e-book)

Week 14 Assignment 3: Poster Submission and SPP Proposal

Value: Complete/Incomplete

Due: Day 7

Grading Category: Complete/Incomplete

Instructions

Submit a revised copy of your Poster presentation.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 14 Assignment 2: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

Report of the status of the week’s independent work on your SPP
Review of poster development
Confirmation of Week 15’s scheduled Proposal Defense Presentation
Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 14 Assignment 1: Poster Development

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignments

Instructions

Go to the website Creating Effective Poster Presentations, found at DNP Connections on Moodle.
Once on that site, review the following tabs:
1. An Effective Poster
2. Define Your Message
3. Know Your Audience(s)
4. An Effective Abstract
Following your review, discuss your experience and comfort level with creating posters.
If poster creation is a new skill for you, discuss some of the challenges you predict you might encounter.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 13 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are:

Report of the status of the week’s independent work on your SPP
Discussion of additional resources that may be needed, such as administrative, statistical, or technological
Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 13: Learning Materials

Readings

Required

There are no assigned readings; however, you should be reading material from Moran et al. (2020) that is specific to your project.

Instructional Materials

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 13 Assignment 2: Uploading SLOs to CORE ELMS Portfolio and SLOs

Value: Complete/Incomplete

Due: Day 3

Grading Category: Complete/Incomplete

Instructions

Review the Week 1 Activity 2: Portfolio Information and Resources for the details and portfolio information.
Make certain that your portfolio information is up to date.
Your instructor will review the content and offer constructive feedback.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 13 Assignment 3: SPP PowerPoint Submission

Value: Complete/Incomplete

Due: Day 7

Grading Category: PPT Presentation

Instructions

Submit a revised copy of your SPP PowerPoint presentation.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 13 Assignment 4: The Essentials: Core Competencies for Professional Nursing Education and SLOs

Value: Complete/Incomplete

Due: Day 7

Grading Category: Complete/Incomplete

Instructions

Over the past several weeks you have examined all nine student learning outcomes (SLOs) that provided an opportunity to reflect upon your achievements in accordance to academic standards. This week you will review and examine The Essentials outlined by the American Association of Colleges of Nursing (AACN). The AACN revised the Essentials outlining the following Domains. The domains and descriptors used in the Essentials are listed below.

Selects a minimum of one Domain and describe how the Domain and SLOs facilitated competency in your DNP education and in professional practice in a minimum of 250 words.

Student Learning Outcomes

Evaluate the theoretical bases for nursing as they support organizations in achievement of adaptation and culturally competent care for health care delivery. 2. Synthesize evidence from research and theory to enhance delivery of quality health care. 3. Develop systems supportive of effective communication at the organizational and interdisciplinary level. 4. Generate knowledge through research and/or evidence-based practice to advance the nursing profession. 5. Evaluate ethical, legal, and professional standards of practice. 6. Evaluate the leadership and management roles of the doctoral prepared nurse in creating a quality health care delivery system. 7. Create an environment that maximizes continued learning and development for professional practice. 8. Evaluate the dynamic forces and issues influencing health care delivery in order to initiate interdisciplinary and multidisciplinary change that affects the quality of the health care system. 9. Evaluate the effectiveness of leadership and of educational strategies in influencing health care practitioners toward the design and implementation of effective health care delivery.

Essential Domains

Domain 1: Knowledge for Nursing Practice Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Domain 2: Person-Centered Care Descriptor: Person-centered care focuses on the individual within multiple complicated contexts, including family and/or important others. Person-centered care is holistic, individualized, just, respectful, compassionate, coordinated, evidence-based, and developmentally appropriate. Person-centered care builds on a scientific body of knowledge that guides nursing practice regardless of specialty or functional area.

Domain 3: Population Health Descriptor: Population health spans the healthcare delivery continuum from public health prevention to disease management of populations and describes collaborative activities with both traditional and non-traditional partnerships from affected communities, public health, industry, academia, health care, local government entities, and others for the improvement of equitable population health outcomes.

Domain 4: Scholarship for Nursing Discipline Descriptor: The generation, synthesis, translation, application, and dissemination of nursing knowledge to improve health and transform health care.

Domain 5: Quality and Safety Descriptor: Employment of established and emerging principles of safety and improvement science. Quality and safety, as core values of nursing practice, enhance quality and minimize risk of harm to patients and providers through both system effectiveness and individual performance.

Domain 6: Interprofessional Partnerships Descriptor: Intentional collaboration across professions and with care team members, patients, families, communities, and other stakeholders to optimize care, enhance the healthcare experience, and strengthen outcomes.

Domain 7: Systems-Based Practice Descriptor: Responding to and leading within complex systems of health care. Nurses effectively and proactively coordinate resources to provide safe, quality, equitable care to diverse populations.

Domain 8: Informatics and Healthcare Technologies Descriptor: Information and communication technologies and informatics processes are used to provide care, gather data, form information to drive decision making, and support professionals as they expand knowledge and wisdom for practice. Informatics processes and technologies are used to manage and improve the delivery of safe, high-quality, and efficient healthcare services in accordance with best practice and professional and regulatory standards.

Domain 9: Professionalism Descriptor: Formation and cultivation of a sustainable professional nursing identity, accountability, perspective, collaborative disposition, and comportment that reflects nursing’s characteristics and values.

Domain 10: Personal, Professional, and Leadership Development Descriptor: Participation in activities and self-reflection that foster personal health, resilience, and well-being, lifelong learning, and support the acquisition of nursing expertise and assertion of leadership.

Review the SLOs addressed and consider the essentials and domains revising your word document as needed.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 11 Assignment 2: SLO 9 Integrating Student Learning Outcomes and DNP Essentials

value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 1

Evaluate the effectiveness of leadership and of educational strategies in influencing health care practitioners toward the design and implementation of effective health care delivery.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

Review the Student Learning Outcome and the DNP Essential.
Discuss how you plan to meet the Student Learning Outcomes and the Essentials at this stage of your Scholarly Practice Project (SPP).
Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your Scholarly Practice Project (SPP) and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 12 Discussion: Recording your SPP Proposal (For Grading Purposes Only)

Week 12 Discussion 1: Scheduling Your Proposal Defense Meeting (For Grading Purposes Only)

Week 12 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

Report of the status of the week’s independent work on your SPP
Review of documenting into e-Logs
Discussion of additional resources that may be needed, such as administrative, statistical, or technological
Discussion of success in scheduling the Proposal Defense Presentation date
Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 12 Assignment 2: Current Scholarly Practice Project (SPP) Submission

Value: 100 points

Due: Day 7

Grading Category: SPP Paper

Instructions

In the past several weeks you have worked on the components of the SPP. Review the rubric for the content expected for this submission. Be sure to look over any feedback and incorporate in your submission

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 10 Assignment 1: Zoom Meeting with Course Instructor

alue: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are:

Report of the status of the week’s independent work on your SPP
Discussion of additional resources that may be needed, such as administrative, statistical, or technological
Discussion of the roles of leadership, mentoring, informatics technology, and quality and safety as they apply to your SPP
Review of completed clinical hours to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 10 Assignment 2: SLO 8 Integrating Student Learning Outcomes and DNP Essentials

value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 8

Evaluate the dynamic forces and issues influencing health care delivery in order to initiate interdisciplinary and multidisciplinary change that affects the quality of the health care system.

DNP Essential Domain 1: Knowledge for Nursing Practice

Instructions

Please complete the following:

Review the Student Learning Outcome and the DNP Essential.
Discuss how you plan to meet the Student Learning Outcomes and the Essentials at this stage of your Scholarly Practice Project (SPP).
Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
Upload your Word document to this assignment for instructor review and feedback.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 10 Assignment 3: Current Scholarly Practice Project (SPP) Submission

Value: 100 points

Due: Day 7

Grading Category: SPP Paper

Instructions

This week, you will add your theoretical framework and any revisions as advised by your instructor.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 11 Discussion 1: SPP Resources and Support (For Grading Purposes Only)

Week 11 Discussion 1: SPP Resources and Support

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

As you begin to think about the resources that you will need for your SPP, explain the following in this discussion forum:

Who will be needed to assist with your SPP in all of the stages, including assessment, planning, implementing, and evaluating?
Consider inviting interprofessional collaboration into your team makeup, meaning individuals from both nursing and other professions. Identify, by profession, the resources who will be instrumental in your project and why.
Also remember to include the patients and populations served as stakeholders. If you know the names and disciplines of the identified team members for your project, please include this information to share with your course instructor.
Consider every step of the SPP. Will you also need administrative, statistical, or technological support?
Add any additional thoughts on your resources and support team.

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. If you have any questions, thoughts, and/or suggestions, you can make reply posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

Select the appropriate Thread.
Select Reply.
Create your post.
Select Post to Forum.

Week 11 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are:

Report of the status of the week’s independent work on your SPP
Discussion of additional resources that may be needed for writing resources
Discussion of how interprofessional collaboration applies to your SPP

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 8 Assignment 2: SLO 6 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 6

Evaluate the leadership and management roles of the doctoral prepared nurse in creating a quality health care delivery system.

DNP Essential Domain 1: Knowledge for Nursing Practice

Instructions

Please complete the following:

Review the SLOs and the DNP Essential.
Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 9 Discussion 1: SPP Theoretical Framework (For Grading Purposes Only)

Week 9 Discussion 1: SPP Theoretical Framework

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

Describe the theoretical framework that supports your SPP as you consider the following:

Indicate the main concepts or constructs of the theory.
Does the theory describe, explain or predict the phenomenon of interest?
Is there a graphic of the theory?
How will the theory guide the framework of the DNP project?
What are the model’s philosophical assumptions that relate to the theoretical framework?

Replies

Review other students’ initial posts and reply to two peers.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

Select the appropriate Thread.
Select Reply.
Create your post.
Select Post to Forum.

Week 9: Learning Materials

Readings

Required

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
- Chapter 5: The Phenomenon of Interest
Moran Textbook PowerPoint – Chapter 5 (PPT)
Holly, C. (2019). Practice-Based Scholarly Inquiry and the DNP Project (2nd ed.).
- Chapter 2: Practice-Based Scholarly Inquiry

Instructional Materials

The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Videos

Theoretical Framework, The Doctoral Journey (17:41 minutes)

Theoretical Framework Video Transcript

How to Support Research with Theoretical and Conceptual Frameworks (5:19 minutes)

How to Support Research with Theoretical and Conceptual Frameworks Video Transcript

Week 9 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

Report of the status of the week’s independent work on your SPP
Review of documenting into e-Logs
Discussion of additional resources that may be needed, such as administrative, statistical, or technological
Discussion of your chosen theoretical framework and its associated assumptions that support variables of your proposed project
Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Click the Add Submissions button.
Drag or upload your file to the File Picker.
Click Save Changes.

Week 9 Assignment 2: SLO 7 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 7

Create an environment that maximizes continued learning and development for professional practice.

DNP Essential Domain 1: Knowledge for Nursing Practice

Instructions

Please complete the following:

Review the Student Learning Outcome and the DNP Essential.
Discuss how you plan to meet the Student Learning Outcomes and the Essentials at this stage of your Scholarly Practice Project (SPP).
Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
Upload your Word document to this assignment for instructor review and feedback.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 10 Discussion 1: Mentorship or Leadership

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Option 1 Mentorship

Initial Post

Does your SPP offer the opportunity to be a mentor and/or preceptor in a practice setting? Cho et al. (2011) identified the following attributes of an outstanding mentor:

Exhibits enthusiasm, compassion, and selflessness
Acts as a career guide, tailored to the mentee
Is able to make a time commitment
Supports personal/professional balance
Has effective communication skills
Is respected in the workplace by peers and senior administrators
Is politically astute
Is highly knowledgeable in the field (Moran et al., 2020, p. 261)

Reflect upon the above eight attributes and how you would rate yourself as a mentor. How might you achieve increased competency in any of these attributes during your SPP to develop fully in your advanced practice role?

Provide the name and contact information of your proposed mentor. This is someone in the community who will support you in your SPP as a content expert.

Option 2 Leadership, Informatics Technology, and Quality and Safety

Initial Post

Choose one of these three topics: leadership (prompt 1), informatics technology (prompt 2), or quality (prompt 3), and answer the corresponding prompt below. Please choose a topic that has not yet been addressed until the three topics have been explored in this discussion.

There will be opportunities to exemplify leadership in your SPP project. Discuss your perceived leadership strengths and weaknesses and identify your dominant leadership style(s).
There may be available opportunities to use informatics tools in your SPP project. Review Moran et al. (2020) Table 13-10: Informatics Tools to Enhance the DNP Project Process and Table 13-11: Informatics Tools: Functions and Operating Systems. Discuss how you might use some of the listed tools, or tools not introduced in these tables, in your project development, implementation, and evaluation stages.
There will be opportunities to support your SPP project with quality measures. Discuss the role of QSEN’s educational resources and training initiatives and how they might be incorporated into your SPP. How does your SPP synthesize evidence from research and theory to enhance delivery of quality health care?

Replies

Review other students’ initial posts and reply to two posts. You can make a both replies in the same option or in different options o. If you know someone who is an expert in a classmate’s topic area, please provide him or her with that information. If you have any questions, thoughts, and/or suggestions, you can make reply posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

Select the appropriate Thread.
Select Reply.
Create your post.
Select Post to Forum.

Week 7 Discussion: SPP Objectives

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

Post your project objectives, which is a 2–3-sentence statement on the purpose of doing this project. This week you will write Project Objectives or aims of your study for conducting your project. These stated objectives will keep your project on track. I suggest that you review the project objectives description section in your text. The objectives should describe what will be done as a measurable component, and when it will be completed. You will need to identify the aim of the project and an aim of translation into practice, therefore, at minimum you will need 2 objectives/aims.

S.M.A.R.T. Objectives
Specific
Measurable w/Measurement
Achievable
Relevant
Time-Oriented

Specific

What do I want to accomplish?
Why is this goal important?
Who is involved?
Where is it located?
Which resources or limits are involved?

Measurable w/Measurement

Achievable

Can objective be achieved?

Relevant

Should it be done?
Why?

Time-oriented

When will it be done?

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. If you have any questions, thoughts, and/or suggestions, you can make reply posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

Select the appropriate Thread.
Select Reply.
Create your post.
Select Post to Forum.

Week 7: Learning Material

Readings

Required

Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success (1st ed.). Springer
- Framing the DNP Project; Taking Aim and Being Smart pp. 161-183.

Instructional Materials

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 7 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, you will:

Develop aims and objectives for your SPP.
Review documenting into Core Elms.
Demonstrate mastery of scholarly writing, including correct APA formatting.
Organize the components of your DNP SPP paper.
Review your project aims and objectives.
Describe your project feasibility.

Instructions for Using Zoom

If any associated assignments or tasks are due following your live session, please upload them to this assignment using the following instructions.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 7 Assignment 2: SLO 5 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 5

Evaluate ethical, legal, and professional standards of practice.

DNP Essential Domain 1: Knowledge for Nursing Practice

Instructions

Please complete the following:

Review the SLOs and the DNP Essential.
Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
Upload your Word document to this assignment for instructor review and feedback.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 7 Assignment 3: Current Scholarly Practice Project (SPP) Submission

Value: Complete/Incomplete

Due: Day 7

Grading Category: SPP Paper

Instructions

This week, you will incorporate the research question, statement of the problem, background, significance, and objectives for your project in your draft.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 8 Discussion: SPP Evidence-Based Practice Model

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

This week you will determine your project approach and identify a practice Model best suited to guide your project. Moran et al. (2020) indicates that a “DNP projects use a variety of approaches including quality improvements, program and policy evaluation, evidence-based practice initiatives and components of quantitative and qualitative research methodologies to evaluate, innovate or improve practice.” Methods such as PDSA; Six Sigma; or RCA in a QI project or the IOWA; the Rosswurm and Larrabee or Stelter models on an EPB project need “congruence between the project aim(s) and the study design, and the data collection and the analysis plan” (Moran et al., 2020, p. 156).

In Moran et al. (2020, p. 157), review Table 7-1 for the various approaches to the DNP project that include research /practice based inquiry, quality improvement, evidence-based practice, or program evaluation. As you begin to consider your project design,

Review and select the DNP approach consistent with your population, intervention and outcome measurement for your study and provide a rationale for your selection.
Describe the EBP model that will guide your project and the rationale for choosing this EBP model. You may refer to Table 7-1: DNP Project Approaches (Moran et al. 2021 p. 157) in your text for guidance.
Define practice inquiry as it relates to the development of your scholarship practice project outlined in Holly (2019, p. 47) and the importance practice inquiry as you develop your SPP proposal.
Your DNP project can take many forms. In Figure 5-2, Moran et al. (2020, p. 141), gives some examples for review

Quality Improvement Projects (a focus on analyzing elements of specific areas of performance to gain some measure of improvement). Quality Improvement Projects might use Plan-Do-Study-Act, Six Sigma, Lean Methodology, Failure Mode Effect Analysis, Root Cause Analysis, or Structure Process Outcome to name a few frameworks.

Examples:

Deploying a Geriatric Nurse Practitioner in an Emergency Department to Improve Outcomes for Geriatric Patients
Fall Prevention in the Medical Surgical Setting
Optimizing Inpatient Heart Failure Education to Support Self-Care After Discharge

Translating Evidence into Practice Projects (incorporate evidence into practice; translate practice guidelines; develop, implement, and/or evaluate practice initiatives). Evidence-based Practice Projects might use the IOWA Model, the Advancing Research & Clinical Practice through Close Collaboration, the Academic Center for Evidence-Based Practice, the Promoting Action on Research Implementation, the Stetler Model, the John Hopkins Hospital Nursing Evidence-based Practice Model, the JBI Model of Evidence-based Healthcare, or the Rosswurm and Larrabee Model, to name a few. Regis College oftentimes uses the Rosswurm and Larrabee Model as an exemplar for evidence-based practice

Examples:

Translation of Autism Screening Research into Practice
An Evidence-Based Toolkit to Prevent Meningococcal Meningitis in College Students
An Evidence-Based Ovarian Cancer Education Toolkit: A Pilot Study
Evidence-Based Practice Update for Nurse Practitioners in Urgent Care
Implementing Evidence-Based Practice in an Acute-Care Hospital
Development of an Evidence-Based, In-Patient Alcohol Detoxification Guideline for Culturally Diverse Adults

Clinical or Practice-based Inquiry Projects (asking questions about clinical practice)

Examples:

Predictors of the First-Year Nursing Students at Risk for Early Departure
Prevalence of Symptoms in Multiple Sclerosis Patients
The Predictive Value of Second Trimester Blood Pressures on the Development of Preeclampsia

Healthcare Delivery Innovation Projects (leading interdisciplinary teams, using technology to promote change, cultural competency advances)

Examples:

Development of a Web-Based Health Information Database and Call Center
A Web-Based Group Intervention for Patients with Recurrent or Metastatic Pancreatic Cancer
Development of a Virtual Nursing Learning Lounge to Bridge the Practice Gap
Interdisciplinary Simulation Training for Evidence-Based Obstetric Crisis Management

Program Development and Evaluation Projects. Program Evaluation Projects might use the CDC Framework, Logic Model, Balanced Scorecard, or Context, Input, Process and Product, to name a few.

Examples:

A Strategic Plan for the Development of a Model of Care for HIV Co-Infected Diabetics in an Inner-City Clinic
Smoking Cessation Program for Patients with Coronary Artery Disease
An Evaluation of a School-Based Asthma Protocol
A Medication Safety Education Program to Reduce the Risk of Harm Caused by Medication Errors
Effectiveness of Chronic Disease Self-Management Programs for Mentally Ill Inmates with Diabetes
A Multi-Method Approach to Evaluating Online Distance Learning in Nursing Education
Strategic Plan for a Patient-Centered Medical Home Adaptation
Development of a Strategic Plan for a Dedicated Education Unit and Clinical Teaching Associate Role

Demonstration Projects (test and measure the effects of program changes in real-world situations)

Examples:

A Community Based Approach to Promoting Nutritional Awareness and Improving Dietary Habits
Empowering Community Health: A Faith-Based Approach
Safe Foot Care in African American Type 2 Diabetes
Effects of Health Education on Nutrition and Physical Activity of School Children

Healthcare Policy (opportunities to advocate)

Examples:

Leadership, Advocacy, and Policy: Development of a Professional Organization for Doctors of Nursing Practice
Criterion-Based Job Description and Performance Assessment for the Advanced Practice Nurse
Nursing Informatics Certification and Competencies: A Report on the Current State and Recommendations for the Future
Nursing Incivility: Leadership Response

Generating New Evidence or Knowledge (quantitative, qualitative, mixed-methods research studies)

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. Review and reply to two posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

Select the appropriate Thread.
Select Reply.
Create your post.
Select Post to Forum.

Week 8: Learning Materials

Readings

Required

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
- Chapter 7: Aligning Design, Method, and Evaluation with the Clinical Question pp. 155-185.
Holly, C. (2019). Practice-Based Scholarly Inquiry and the DNP Project (2nd ed.). Springer.
- Part 1 Chapter 3: The DNP Project

Instructional Materials

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 8 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

Report of the status of the week’s independent work on your SPP.
Review of documenting into CoreElms.
Discuss additional resources that may be needed, such as administrative, statistical, or technological.
Discuss the chosen EBP model that supports the proposed project.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 5 Assignment 3: SLO 3 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 3

Develop systems supportive of effective communication at the organizational and interdisciplinary level.

DNP Essential Domain 1: Knowledge for Nursing Practice

Instructions

Please complete the following:

Review the SLO and the DNP Essential.
Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
Upload your Word document to this assignment for instructor review and feedback.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 5 Assignment 1: Scholarly Practice Project SPP Background

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignments

Instructions

The background should build a logical, rational, argument for doing the project. It should be very well referenced and represent a brief synthesis of the literature that you read in order to build your argument. By the time the reader finishes it, he or she should be able to guess the purpose of your project without reading any further. According to the guidelines” Background; this should be approximately 2-5 pages and well referenced.

In a Word document, submit the background portion of your SPP only for faculty review.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 5: Learning Materials

Readings

Required

Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success (1st ed.). Springer
- Chapter 4 Developing the DNP Project Background and Context p 91-128.

Instructional Materials

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 6 Discussion: SPP Significance

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

The major focus of this week’s SPP Paper will be the Significance section. Review page 282 of Moran, et al. (2020) that outlines the elements to be included in the significance expanding on the introduction. According to Moran et al. (2020, p. 282), “Why is it important for this work to be completed? What are the problems that have been identified, and what are the implications? Why should the reader be interested in this topic?” The Significance sections provides the reader with an understanding of the problem and where the problem is occurring. (Moran et al, 2020).

In a Word document, develop the Significance section. You will address the importance of the identified problem to You will address the importance of the identified problem to nursing practice, research, education, leadership and/or administration. Please briefly describe how implementation of your SPP may impact nursing practice. You will want to tell the reader why your topic is significant in regards to nursing practice, research, education, leadership and/or administration. Therefore you will have four paragraphs, one for nursing practice, one for research, one for education and one for leadership /administration.

Replies

Review and respond to at least two other students’ initial posts with questions, thoughts, and/or suggestions.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

Select the appropriate Thread.
Select Reply.
Create your post.
Select Post to Forum.

Week 6: Learning Materials

Readings

Required

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
- Page 282, Background and Significance section.

Instructional Materials

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 6 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are as follows:

Report your status of the week’s independent work on your SPP.
Review yourdocumenting into CoreElms.
Discuss the significance of your SPP proposal.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 6 Assignment 2: SLO 4 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 4

Generate knowledge through research and/or evidence-based practice to advance the nursing profession.

DNP Essential Domain 1: Knowledge for Nursing Practice

Instructions

Please complete the following:

Review the SLO and the DNP Essential.
Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 3 Discussion 1: SPP Research Question and Validated Instrument

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

After reading and reviewing Bradshaw and Vitale’s learning materials, you will develop your PICO question and look in the literature and explore a validated tool, which will be used in your study.

Review the PICO video, which describes the Population, Intervention, Comparison, and Outcome. State your clinical/research question in the PICO format and post.
Review the following example.

Population describes the sample population.
Intervention names the clinical intervention or therapies of interest.
Comparison identifies a comparison intervention or the intervention is compared to usual care or procedure.
Outcome describes the outcome or consequences.

For those who are working on a qualitative study, your PICO will not identify an intervention. Review Polit and Beck (2021, p. 34), for all types of PICO questions.

In preparation for our Zoom meeting next week, consider the following items to discuss:

What is the problem you would like to investigate?
Are you thinking about a quantitative study, where you will implement an intervention, or perhaps a qualitative study to assess the meaning or process? If you are unfamiliar with the types of research, take the time to review them in your research book prior to the Zoom session. Also, review the PICO question format in Polit and Beck (2021, p. 34).
What is the population of focus?
What type of intervention or treatment do you want to employ?
How will you implement the intervention? How will this be delivered? Who will it be delivered to?
What do you want to measure? Review the independent and dependent variables.
How do you plan to translate your findings into practice?

Here is an example:

Let’s say you want to structure and investigate a telephonic management program to enhance self-care for adults with diabetes in rural areas and to compare to the usual care in an urban area.

P = adults with diabetes in rural area
I = telephonic management program
C = urban area
O = self-care (You will want to assess the education from the telephone session along with HgA1C and perhaps other measures.)

Therefore, PICO your question will be:

In adults with diabetes who live in rural areas, what is the effect of a telephonic management program compared to usual care in an urban area on self-care?

Once you conduct the study, how would you translate this into practice?

Would you go to the local health department, primary care office, or home care to implement a program?

Also, you should begin to explore a tool that you will use in your study to measure the outcome variable of your PICO.

Replies

Review other students’ initial posts to gain additional insight on the topic of the PICO Development discussion. Reply to at least two posts and offer insight on the PICO questions content and structure. Offer comments on the validated tools selected for the study.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

Select the appropriate Thread.
Select Reply.
Create your post.
Select Post to Forum.

Week 3: Learning Materials

Readings

Required

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.

- Chapter 6 Developing the DNP Project
- Chapter 7: Aligning Design, Method, and Evaluation with the Clinical Question
- Chapter 10: Creating and Developing the Project Plan
Moran Textbook PowerPoint – Chapter 6 (PPT)
Moran Textbook PowerPoint – Chapter 7 (PPT)
Moran Textbook PowerPoint – Chapter 10 (PPT)
Polit, D. F., & Beck, C. T. (2016). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Lippincott, Williams, & Wilkins pp. 33-34
Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success, (1st ed.). Springer
- Lesson 5.2 Formalizing a Question using PICOT pp. 137-140.
- Lesson 7.8 Evaluation of Outcome and Process pp. 209-212.

Instructional Materials

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Video

PICO: A Model for Evidence-Based Research

PICO: A Model for Evidence-Based Research Video Transcript

Week 3 Assignment 2: SLO 1 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 1

Evaluate the theoretical bases for nursing as they support organizations in achievement of adaptation and culturally competent care for healthcare delivery.

DNP Essential Domain 1: Knowledge for Nursing Practice

Instructions

Please complete the following:

Review the Student Learning Outcome (SLO)and the DNP Essential.
Discuss how you plan to meet the SLOs and the Essentials at this stage of your Scholarly Practice Project (SPP).
Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
Upload your Word document to this assignment for instructor review and feedback.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 3 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Instructions

During this week’s meeting with your course instructor, the topics for discussion are:

Structuring your PICO question.
Discussion regarding the research question.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 4 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Introduction

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are as follows:

Report the status of the week’s independent work on your SPP.
Review your documenting into CoreElms.
Discuss the development of your SPP statement of the problem.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 4: Learning Materials

Readings

Required

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
- Chapter 5: The Phenomenon of Interest
- Chapter 6: Developing the DNP Project
- Chapter 12: The Proposal
Moran Textbook PowerPoint – Chapter 5 (PPT)
Moran Textbook PowerPoint – Chapter 6 (PPT)
Moran Textbook PowerPoint – Chapter 12 (PPT)
Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success, (1st ed.). Springer.
- Lesson 4.1 Revising the Problem Statement p. 94.
Bonnel, W., & Smith, K. (2021). Proposal writing for clinical nursing and DNP projects. (3rd ed.). Springer.
- SECTION 1 Writing your proposal; putting your “problem” in context pp. 29-56

Instructional Materials

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Video

Research Problem and Purpose Statement

Work Before Your Research Question (12:36 Minutes)

Research Problem and Purpose Statement Video Transcript

Week 4 Assignment 2: SLO 2 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 2

Synthesize evidence from research and theory to enhance the delivery of quality health care.

DNP Essential Domain 1: Knowledge for Nursing Practice

Instructions

Please complete the following:

Review the SLOs and the DNP Essential.
Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
Upload your Word document to this assignment for instructor review and feedback.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 4 Assignment 3: Current Scholarly Practice Project (SPP) Submission

Value: Complete/Incomplete

Due: Day 7

Grading Category: SPP Paper

Instructions

This week, you will incorporate the research question and statement of the problem in your draft.

In the statement of the problem, you want to identify 4-6 reasons for the problem that you identified. Start out with a list, then structure a sentence or two for each of the listed items. When you get to the background, you can use each item on your list and expound on the item/issue in a paragraph(s). This will provide congruency for the reader and enhance the flow of ideas. Have you identified reasons for your study?

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 5 Assignment 2: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are as follows:

Report your status of the week’s independent work on your SPP.
Review your documenting into CoreElms.
Discuss the background of your SPP Proposal.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 1 Discussion: DNP Goals and Competency

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post byDay 3and reply to at least two of your colleagues, on two separate days, byDay 7.

Grading Category: Discussions

Initial Post

Moran, Burson, & Conrad (2020, p. 18) indicates the doctoral education has two paths. Compare the DNP and PhD in nursing components and outline the difference in their goals and competencies of graduates. Why did you choose to pursue a DNP?

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. Reply to two other posts and offer insight into the expected DNP goals and competency.
Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

Select the appropriate Thread.
Select Reply.
Create your post.
Select Post to Forum.

Week 1: Tools to Be Successful in this Course

Please participate in the following interactive media pieces to gain a better understanding of the course structure and how the courses work together as well as developing engaging and professional presentation and research processes.

DNP Course Structure
Creating PowerPoint Presentations
The Research Process

Week 1: Learning Materials

Readings

Required

Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.

- Chapter 1: Setting the Stage for the Doctor of Nursing Practice Project
- Chapter 2: Defining the Doctor of Nursing Practice: Current Trends
- Chapter 11: Driving the Practicum to Impact the DNP Project
Moran Textbook PowerPoint – Chapter 1 (PPT)
Moran Textbook PowerPoint – Chapter 2 (PPT)
Moran Textbook PowerPoint – Chapter 11 (PPT)
PICO and Developing Search Strategy (PDF)

Instructional Materials

SPP Proposal Defense PPT Template (PPT)
DNP Connections

Core Elms Login
Core Elms Student User Guide (PPT)
Guidelines for Scholarly DNP Project NU740-743 (PDF)
Regis College Nursing Handbook Addendum, DNP Section Review
Roles and Responsibilities of Committee Members and Students (Word)
The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Videos

The Research Process: Topic Selection Video (10:20 minutes)
- The Research Process: Topic Selection Video Transcript

The Research Process (2:57 minutes)

The Research Process Video Transcript

Quantitative and Qualitative – What’s the difference? (2:25 minutes)

Quantitative and Qualitative – What’s the difference? Video Transcript

Week 1 Assignment 1: Zoom Meeting

Value: Complete/Incomplete

Due: Day 7

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your (SPP).

During this week’s meeting with your course instructor, the topics for discussion are as follows:

Review the SPP Proposal condensed template (Word) and the SPP Project Proposal Defense template (PPT)
Review the individual self-assessment of scholarly writing and APA formatting abilities.
Review the Regis College resources for writing and APA formatting support.
Submit a two-paragraph summary of your discussion with your instructor.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Week 1 Assignment 2: Syllabus Exercise

Value: Complete/Incomplete

Due: Day 7

Instructions

To ensure that everyone understands the resources and what is available in the syllabus, please complete the following exercise.

The syllabus contains a lot of information that will be useful to you over the course of the term. Make sure that your submission states that you have read the syllabus, understand the information, and are clear about the expectations and responsibilities of this course. In addition, list one new item that you learned after reading the syllabus.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your files to the File Picker.
Select Save Changes.

Week 2 Discussion: DNP Project Taskforce

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

According to Moran et al. (2020, pp. 55-56), a DNP Project should

Encompass multiple aspects to the DNP Essentials.
Be broadly practice based (health system, population, or policy).
Are quality improvement, demonstration projects, clinical inquiry, or translation of EBP or program evaluation?
Understand the needs of the stakeholders.
Must contain evidence synthesis, leadership, and a measurement of outcomes.
Include the necessary project elements of planning, implementing and evaluation components.
Focus on changes that impact healthcare outcomes though direct or indirect care with a system or population.
Cover the implementation of the project; demonstrates and appropriate area of practice including evaluation of the process and its outcomes and a plan for sustainability.
Contain rigor; a systematic, logical and thorough approach in the design and implementation addressing a significant problem, including the evaluation of appropriate metrics.
Use of valid and reliable data collection and analyzing methods to facilitate project outcomes.

It should briefly describe the DNP Task Force Recommendations for Implementation of the DNP Project and Expectations (Moran et al. 2020, p. 28)

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. Reply to two of your peers and offer insight.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

Select the appropriate Thread.
Select Reply.
Create your post.
Select Post to Forum.

Week 2 Assignment: Annotated Bibliography

Value: 100 points

Due: Day 7

Grading Category: Annotated Bibliography

Overview

Scholarly writing is an expectation in the course and program. Writing resources include Pearson Writer and Smarthinking.

An important part of your work in this course is a review of articles related to the topic of your major project. An annotated bibliography is a method you can use to summarize and assess the articles you plan to use for your Scholarly Practice Project Paper.

For this assignment, you are required to write an annotated bibliography for one research article related to the topic of your Scholarly Practice Project Paper. The bibliography should reflect the research you are doing related to your topic of interest.

Guidelines

You will write an annotated bibliography for one research article related to your topic of interest. The annotated bibliographic entry for the article should be two to three paragraphs for a total of no more than two pages in length.
The OWL Purdue Online Writing Lab has a good guide to writing annotated bibliographies; you are encouraged to follow the format outlined on this site specifically relating to the summarization, assessment, and reflection. Following are excerpts from the Purdue guide and should be used to direct the writing of your annotated bibliography.
1. Summarize. Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine the degree of detail of your summary.
2. Assess. Is it a useful source? How does it support the focus of your paper? Is the information reliable? Is this source biased or objective? What is the goal of this source?
3. Reflect. Ask how this source fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?
Write your annotated bibliography in your own words. Do not use the abstract of the article as your annotated bibliography.
The article you select must be at a graduate level. All must come from academic/professional-level referenced journals. You cannot use articles from introductory nursing journals (such as RN, AJN).
Lastly and most importantly, if you have any questions, please contact your faculty.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

Select the Add Submissions button.
Drag or upload your file to the File Picker.
Select Save Changes.

Nursing homework help

May 25, 2022/in Nursing Homework Help /by Wilson Andere

Nursing homework help

COMP1702	Big Data	Faculty Header ID	Contribution: 100% of course
Course Leader:	Coursework		Deadline Date: 25 April 2022 (23:30)
Feedback and grades are normally made available within 15 working days of the coursework deadline
Learning Outcomes: 1 Explain the concept of Big Data and its importance in a modern economy 2 Explain the core architecture and algorithms underpinning big data processing 3 Analyse and visualize large data sets using a range of statistical and big data technologies 4 Critically evaluate, select and employ appropriate tools and technologies for the development of big data applications

Plagiarism is presenting somebody else’s work as your own. It includes copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the procedures set down by the University. Please see your student handbook for further details of what is / isn’t plagiarism.

All material copied or amended from any source (e.g. internet, books) must be referenced correctly according to the reference style you are using. Nursing homework help

Your work will be submitted for plagiarism checking. Any attempt to bypass our plagiarism detection systems will be treated as a severe Assessment Offence.

ORDER A PLAGIARISM FREE PAPER NOW

Coursework Submission Requirements

An electronic copy of your work for this coursework must be fully uploaded on the Deadline Date of 25th April 2022 using the link on the coursework Moodle page for
For this coursework you must submit a single report in PDF format. In general, any text in the document must not be an image (i.e. must not be scanned) and would normally be generated from other documents (e.g. MS Office using “Save As .. PDF”). An exception to this is handwritten mathematical notation, but when scanning do ensure the file size is not excessive.
There are limits on the file size (see the relevant course Moodle page).
Make sure that any files you upload are virus-free and not protected by a password or corrupted otherwise they will be treated as null
Your work will not be printed in colour. Please ensure that any pages with colour are acceptable when printed in Black and
You must NOT submit a paper copy of this
All coursework must be submitted as above. Under no circumstances can they be accepted by academic staff

The University website has details of the current Coursework Regulations, including details of penalties for late submission, procedures for Extenuating Circumstances,

and penalties for Assessment Offences. See http://www2.gre.ac.uk/current- students/regs

Detailed Specification

You are expected to work individually and complete a report that addresses the following tasks. You need to cite all sources you rely on with in-text style. You may include material discussed in the lectures or labs, but additional credit will be given for independent research. Note: References should be in Harvard format. The word count does NOT include references.

· Part A (25 Marks)

Task A.1 [mark 10] Explain the main characteristics of Big Data. (Word count: 200 words ±10%)

Task A.2 [mark 15] Compare Hadoop and Relational Database Systems. Give an application scenario that is well suited to Hadoop and explain your reason. (Word count: 300 words ±10%)

· Part B (30 Marks): MapReduce Programming

Suppose that you have a large student file which cannot be stored in a single machine. Each record of this file contains information: (Student_ID, Student_Name, Sex, Age, Module, Grade, Department).

Task B.1 [mark 15] Please design a MapReduce Algorithm (Pseudo-codes or Java Codes) to output the average grade for each module. The algorithm is expected to be as efficient as possible.

Task B.2 [mark 15] Describe the algorithm designed. You should explain how the input is mapped into (key, value) pairs by the map stage, i.e., specify what is the key and what is the associated value in each pair, and, if needed, how the key(s) and value(s) are computed. Then you should explain how the output (key, value) pairs of the map stage are processed by the reduce stage to

get the final answer(s). You should also analyse the efficiency of the MapReduce algorithm designed. (Word count: 300 words ±10%)

Part C (45 marks): Big Data Project Analysis

The CropY company is a leading provider of precision agriculture service. Precision agriculture is the science of gathering, processing, and analysing temporal, spatial and individual data. It combines other information to support management decisions according to estimated variability for improved resource use efficiency, productivity, quality, profitability.

The CropY company is now plan to develop a big data project to meet the following requirements: help worldwide users better understanding the implications of the weather and making contingency plans; buying supplies, such as fertilizer and seeds; as well as maintaining and monitoring the quality of yield, whether livestock or crops; knowing the variety of cultivated plants, conditions of its growth and its needs of seeds; choosing the type of fertilizer and pesticides, understanding their employment conditions and their impact on the climate- soil-plant; recognizing daily water needs for each kind of plant; calculating the median and mean values of yield; studying the conditions of natural environment; estimating the financial revenue and manage the potential risks.

Task C.1 [mark 10]: The volume of big data is expected to be more than 500 Petabytes. The data will come from various sensors, satellites, drones, social media, market data, Online news feed etc. The Figure 1 below shows some example data of CropY Some IT technician plan to build a data warehouse to store data for further data analysis tasks but some others believe data lake is a better choice. Which choice do you prefer? Please justify your choice. (Word count: 300 words ±10%)

Figure 1. Example Data of CropY Company

Task C.2 [mark 10]: The data of CropY company includes a large collection of plants, corps, diseases, symptoms, pests, and relationships between them. The CropY company needs to build a data analytical store which can facilitate queries like: “find all diseases which are directly or indirectly caused by nitrogen

deficiency”. Please recommend a data store and justify your choice. (Word

count: 300 words ±10%)

Task C.3 [mark 15]: Some prediction and analytics services provided by the CropY company require to response in a few seconds after the arrival of new data. Namely, they are real time or near real time prediction and analytics tasks. Some IT managers suggested a popular distributed processing framework — MapReduce to implement these tasks. Do you agree with that? Please justify your choice. (Word count: 300 words ±10%)

Task C.4 [mark 10]: CropY company decided to move most of applications and services to cloud. These applications and services need to be highly available, scalable, and accessible from worldwide. Note that some data such as price and customer data are confidential. Please design a cloud hosting strategy for this big data project and explain how your design will meet the security, scalability, high availability. (Word count: 300 words ±10%)

Grading Criteria

Grade 80-100% Exceptional

Clear evidence of research

Excellent quality and innovation with total control of all relevant material. Demonstrate outstanding insight and an ability to structure and synthesise material.

Demonstrates an excellent Understanding of the material and issues

Relevant use of referencing and examples. The reference is complete and precise. Expression/style/grammar outstanding.

Grade 70-79% Excellent

Clear evidence of research

Able to criticise and evaluate material.

Demonstrate good insight and an ability to structure and synthesise material Demonstrates a good

understanding of the material and issues Professional standard of report

The reference is nearly complete and precise.

Grade 60-69% Very Good

Evidence of adequate research

Meets the essential functional requirements

The design uses the appropriate frameworks but may have errors. Acceptable standard of report The references are basically satisfactory.

Grade 50-59% Good

A partial response to the question

Little sustained attempt to develop a coherent answer limited reading

The evidence may be misremembered, vague or insufficient to constitute a serious response Containing errors of fact or interpretation

The references are NOT enough.

Grade <50% Fail

Few requirements met Poor standard of report

Does not demonstrate self-direction or originality in problem solving or a critical self-evaluation of the project process

No (or wrong) References

NR326 Mental Health Nursing

May 25, 2022/in Nursing Homework Help /by Wilson Andere

NR326 Mental Health Nursing

Purpose

The student will review, summarize, and critique a scholarly article related to a mental health topic.

Course outcomes: This assignment enables the student to meet the following course outcomes.

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(CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for psychiatric/mental health clients. (PO 4)

(CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational development appropriate to the mental health setting. (PO 5)

(CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making. (PO 6)

(CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 100 points

Preparing the assignment

Follow these guidelines when completing this Speak with your faculty member if you have questions.
1. Select a scholarly nursing or research article, published within the last five years, related to mental health The content of the article must relate to evidence-based practice.
  - You may need to evaluate several articles to find one that is
2. Ensure that no other member of your clinical group chooses the same article, then submit your choice for faculty
3. The submitted assignment should be 2-3 pages in length, excluding the title and reference
Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).
1. Introduction (10 points/10%)
  - Establishes purpose of the paper
  - Captures attention of the reader
2. Article Summary (30 points/30%)
  - Statistics to support significance of the topic to mental health care
  - Key points of the article
  - Key evidence presented
  - Examples of how the evidence can be incorporated into your nursing practice
3. Article Critique (30 points/30%)
  - Present strengths of the article
  - Present weaknesses of the article
  - Discuss if you would/would not recommend this article to a colleague
4. Conclusion (15 points/15%)
  - Provides analysis or synthesis of information within the body of the text
  - Supported by ides presented in the body of the paper
  - Is clearly written
5. Article Selection and Approval (5 points/5%)
  - Current (published in last 5 years)
  - Relevant to mental health care
  - Not used by another student within the clinical group
  - Submitted and approved as directed by instructor
6. APA format and Writing Mechanics (10 points/10%)

Correct use of standard English grammar and sentence structure
No spelling or typographical errors
Document includes title and reference pages
Citations in the text and reference page

For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria (Points possible/% of total points available)	Highest Level of Performance	High Level of Performance	Satisfactory Level of Performance	Unsatisfactory Level of Performance	Section not present in paper
Introduction (10 points/10%)	10 points		8 points	0 points
Required criteria 1. Establishes purpose of the paper 2. Captures attention of the reader	Includes 2 requirements for section.		Includes 1 requirement for section.	No requirements for this section presented.
Article Summary (30 points/30%)	30 points	25 points	24 points	11 points	0 points
Required criteria 1. Statistics to support significance of the topic to mental health care 2. Key points of the article 3. Key evidence presented 4. Examples of how the evidence can be incorporated into your nursing practice	Includes 4 requirements for section.	Includes 3 requirements for section.	Includes 2 requirements for section.	Includes 1 requirement for section.	No requirements for this section presented.
Article Critique (30 points/30%)	30 points		25 points	11 points	0 points
Required criteria 1. Present strengths of the article 2. Present weaknesses of the article 3. Discuss if you would/would not recommend this article to a colleague	Includes 3 requirements for section.		Includes 2 requirements for section.	Includes 1 requirement for section.	No requirements for this section presented.
Conclusion (15 points/15%)	15 points		11 points	6 points	0 points
1. Provides analysis or synthesis of information within the body of the text 2. Supported by ides presented in the body of the paper 3. Is clearly written	Includes 3 requirements for section.		Includes 2 requirements for section.	Includes 1 requirement for section.	No requirements for this section presented.
Article Selection and Approval (5 points/5%)	5 points	4 points	3 points	2 points	0 points
1. Current (published in last 5 years) 2. Relevant to mental health care	Includes 4	Includes 3	Includes 2	Includes 1	No requirements for

3. Not used by another student within the clinical group 4. Submitted and approved as directed by instructor	requirements for section.	requirements for section.	requirements for section.	requirement for section.	this section presented.
APA Format and Writing Mechanics (10 points/10%)	10 points	8 points	7 points	4 points	0 points
1. Correct use of standard English grammar and sentence structure 2. No spelling or typographical errors 3. Document includes title and reference pages 4. Citations in the text and reference page	Includes 4 requirements for section.	Includes 3 requirements for section.	Includes 2 requirements for section.	Includes 1 requirement for section.	No requirements for this section presented.
Total Points Possible = 100 points

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

May 25, 2022/in Nursing Homework Help /by Wilson Andere

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

(The comprehensive evaluation is typically the initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.) NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

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CC (chief complaint): A brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.

P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.

Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

Paint a picture of what is wrong with the patient. This section contains the symptoms that is bringing the patient into your office. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonic Go Cha MP.

General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.

Caregivers are listed if applicable.

Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?

Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)

Psychotherapy or Previous Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.

Substance Use History: This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

Family Psychiatric/Substance Use History: This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.

Social History: This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:

Where patient was born, who raised the patient

Number of brothers/sisters (what order is the patient within siblings)

Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?

Educational Level

Hobbies:

Work History: currently working/profession, disabled, unemployed, retired?

Legal history: past hx, any current issues?

Trauma history: Any childhood or adult history of trauma?

Violence Hx: Concern or issues about safety (personal, home, community, sexual (current & historical)

Medical History: This section contains any illnesses, surgeries, include any hx of seizures, head injuries.

Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concerns

ROS: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!

You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head-to-toe format i.e., General: Head: EENT: etc.

Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

Assessment

Mental Status Examination: For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking. He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.

Differential Diagnoses: You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnosis selection. Include pertinent positives and pertinent negatives for the specific patient case.

Also included in this section is the reflection. Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

References

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

NURS 419 Population-Focused Nursing – Spring 2022

May 25, 2022/in Nursing Homework Help /by Wilson Andere

NURS 419 Population-Focused Nursing – Spring 2022

NURS 419 Population-Focused Nursing – Spring 2022

“Responding to Disease Across the Lifespan – A Chronic Disease Synthesis Paper” Assignment Guidelines

Point Value: 100 points

Purpose and Relationship to Course Objectives

The purpose of this assignment is to comprehensively study a disease or health concern across its lifespan, using the interventions model we are studying in class. As we have frequently discussed over the last several weeks, healthcare focuses primarily on responding to acute care issues, with much less emphasis focused on the prevention of the disease/health concern. Additionally, fragmented care, inadequate care coordination and discharge planning, short hospital stays and length of time spent with one’s primary care provider (PCP) have resulted in poor management outcomes and unnecessary re-admissions. This is made worse by not effectively addressing the social determinants of health and the resultant disparities experienced by the poor and vulnerable in our society.

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Instructions & Guidelines:

Choose a disease or healthcare concern. It does not have to be a priority noted in your CHNA. You are free to choose any topic. Clear the topic with this instructor. I highly recommend you choose a topic identified in HP 2020 as it will be easiest to identify the gold standard(s) of care for the topic you have chosen.
Search and review all the available information regarding this disease/health concern.
Prepare a paper summarizing the following topics listed below (#4)
Content must include:
1. Introduction and identification of the healthcare concern (Also, why you chose this topic.)
2. Normal anatomy and physiology of the affected organ(s)
3. Pathophysiology/etiology of the disease
4. Incidence and prevalence rates (i.e. how many people have the disease)
5. Mortality rates – include age-adjusted data if available (i.e. how many people are dying from the disease)
6. Risk factors for the disease
7. Gold standard(s) for managing this disease across its lifespan (LHIs, or other goals – ex: A1c <7); HP2020 (or other credible sources)
8. Primary Interventions (Health Promotion/Disease Prevention)

Health Promotion
Disease prevention (as applicable)

Create a sample health education program – be specific – provide a content outline with goals, objectives and measurable outcomes (use template provided)

1. Secondary Interventions (Early diagnosis and prompt treatment to limit disability of the disease)

Risk Assessment & Screening (discuss known risk factors and who should be screened and when as a result), risk assessment, screening and invasive testing. Note: be specific…include values and implications – use evidenced based practice.
Diagnosis (i.e. what criteria are used to diagnose this disease?)

Treatment – be specific – how is disease/concern treated? Include diagnostic testing, pharmacotherapeutics, labwork, management protocols, etc.

1. Tertiary Interventions (Chronic disease management or “wrap-around care” program)

Discharge planning, follow-up, subspecialty referrals, meds, labs…..
Patient education – Detail specifically what the educational needs are…

1. Conclusions – including what are the implications if we do not respond to this disease….both for the individual and the healthcare system
I highly recommend that you make an appointment with the NIU Writing Center for assistance in preparing this paper. I expect the paper to be in APA format and should be between 20-30 pages in length. Reasonably sized tables and diagrams may be used – but must be cited. Appointments can be scheduled by contacting the Writing Center at https://niu.mywonline.com

Overall Evaluation Rubric:

Total possible: 100 points (See sample outline for additional breakdown)

Points may be subtracted for grammar, syntax, neatness, format and professionalism. All assignments must be typed and APA format. Any tables and graphs must be cited.

NURS 419 Chronic Disease Synthesis Paper

Sample Outline, Format, and Grading Rubric

Title

Identify the name of the disease you have chosen to study. Ex: Diabetes

Introduction (5 points)

Provide a brief introduction of your topic and include a discussion of why you chose it. You may use first person in this section.

Anatomy and Physiology of the Affected Organ(s) (5)

Discuss the normal structure and function of the organ(s) related to the disease you have chosen. For example, discuss the normal structure and function of the pancreas. You can include reasonably-sized detail, diagrams, etc.

Pathophysiology / Etiology of the Disease (5)

Discuss what “malfunctions” during the normal function of the organ (pathophysiology). Then discuss what happens as a result of the organ malfunction and explain how this causes the disease (etiology).

Incidence and Prevalence of the Disease (5)

Discuss overall how many cases of the disease are there in the US today (Prevalence). Also discuss how many new cases are occurring annually (Incidence). Based on the I&P, reflect on the magnitude/severity of the problem and its economic burden on society and the health of our nation.

Mortality Rates (5)

This section is somewhat similar to the above section, but I want you to reflect on how many people are dying/will die of this disease annually. Include a discussion – if appropriate – related to the comorbidities of this disease. (For example, people don’t usually die of diabetes – they may die of heart disease that has occurred as a result of being a poorly controlled diabetic. Provide any age-adjusted death rate data if available.

Risk Factors (5)

Identify and discuss the risk factors for this disease. Who is at risk? What are the risk factors? Which risk factors are modifiable vs. non-modifiable? How does one change or modify the “modifiable” risk factors?

Gold Standard(s) of Care for the Disease (5)

Discuss the standard of care for each facet of the disease. For example, in diabetes, visit the HP2020 website and research under the “Objectives” tab. You will find 16+ gold standards of care. In addition, for each gold standard, HP2020 includes baseline data r/t where we are with managing the standard today (baseline) and where we would like to see clinical improvement within the next 10 years (Target). If you have selected a topic not included in HP2020 and need assistance, please feel free to contact me. Remember, there are gold standards for prevention, treatment and follow-up of any given disease.

Gold Standards for Primary Intervention

Include standards of care for health promotion and disease prevention of your chosen topic. Include baseline data and targets as discussed above. Note: you will identify the standards in this section, but discuss them in detail under the Primary Intervention Section below.

Gold Standards for Secondary Intervention

Include standards of care for risk assessment/screening, diagnosis, treatment and pharmacologic management of your chosen topic. Include baseline data and targets as discussed above. Note: you will identify the standards in this section, but discuss them in detail under the Secondary Intervention Section below.

Gold Standards for Tertiary Intervention

Include standards of care for chronic disease management of your chosen topic. Include baseline data and targets as discussed above. Note: you will identify the standards in this section, but discuss them in detail under the Tertiary Intervention Section below.

Primary Intervention

Health Promotion (5)

Provide a discussion related to the topics that would need to be considered when educating a client on how to stay healthy, avoid developing risk factors, how to recognize when to seek care. Don’t forget to educate clients regarding the normal function of the affected organ and what happens when it malfunctions.

Disease Prevention (5)

Discuss strategies for the prevention of this disease. Identify what factors can be changed or modified to present individuals from developing the disease.

Sample Health Education Program (10)

Create a 1-hour education session using the format from CTE #7. Include any risk factors, health promotion, disease prevention activities, treatment and/or long term management topics that are pertinent. Present the outline below:

Program Title: (2)

Keep it simple and short.

Brief Description of the Program: (2)

No more than 1-2 sentences.

Goal: (2)

No more than 1-2 sentences.

Objectives: (2)

Develop 3-4 objectives. Don’t forget to include the “how” and “what” information in each

objective. Hint: refer to the lecture on primary intervention if you are unsure.

Measurable Outcomes: (2)

Develop 1 measurable outcome for each of the above objectives.

Discuss the Role of the Nurse in the Provision of Primary Intervention (5)

Discuss the role of the nurse as provider, designer/manager/coordinator of care in the primary preventive care of individuals, families and communities. Address any legal, ethical or professional issues that the nurse might encounter when rendering preventive care.

Secondary Intervention

Risk Assessment & Screening (5)

Discuss how are individuals screened for the disease – including those with and without risk factors. Provide an example of a paper or electronic screening/survey. Discuss its reliability and what is typically done with the results/findings. Then discuss any invasive screening/testing that is done. What are the lab values that indicate positive findings? Be sure your examples are evidence-based.

Diagnosis (5)

Discuss in detail what criteria are used to confirm diagnosis of the disease? Lab values – include both normal and abnormal values? Testing? Findings on physical examination…

Treatment (5)

Discuss at length treatment/management of the disease. What criteria are used to indicate that the disease has been stabilized? Discuss and describe in detail diagnostic testing/or labs are monitored as evidence of stabilization – include normal/abnormal values. What other treatment modalities are incorporated – nutrition, physical therapy, social services.

Pharmacologic Management (5)

Discuss pharmacotherapeutic management. Identify at least 3 medications used to treat the disease. Identify name; discuss typical dosage, frequency, expected action, potential side effects (mild and severe) and how to manage severe side effects. Identify any known contraindications to the medication.

Discuss the Role of the Nurse in the Provision of Secondary Intervention (5)

Discuss the role of the nurse as provider, designer/manager/coordinator of care in the secondary preventive care of individuals, families and communities. Address any legal, ethical or professional issues that the nurse might encounter when rendering secondary care.

Tertiary Intervention

Long Term Chronic Disease Management (5)

Discuss discharge planning and long term management/care of the patient with this disease. What types of referrals, follow-ups are needed. Discuss education that needs to be completed/reinforced to support the client’s ability to function independently or with assistance. Identify routine labwork that will need to be done. Discuss typical medications at discharge – what needs to be taught to the client regarding the self-administration of these meds?

The Role of the Nurse in Chronic Disease Management (5)

Discuss the roles of the nurse – as they relate to tertiary intervention – in supporting treatment/management of the disease in the outpatient and home setting. How does the nurse support/facilitate a return to an optimum state of wellness? Discuss any necessary home care, referrals, follow-up or changes that need to be made in the client’s living arrangement to ensure safety. Note: you do not need to include a patient education – content outline.

Be sure to discuss the role of the nurse as provider, designer/manager/coordinator of care in the tertiary care of individuals, families and communities. Address any legal, ethical or professional issues that the nurse might encounter when rendering tertiary care.

Conclusion (5)

Discuss what you learned from preparing this paper. As a health care system – what things are we doing well to manage this disease? As a health care system – what things are we not doing well and how does it negatively impact the care and well-being of clients with this disease. Are we cost-effectively managing this disease? What are the opportunities for improvement? What will be the consequences if we do not capture the opportunities for improvement? You may use first person in this section.

Revised 8/24/2021

Geriatric Nursing

May 25, 2022/in Nursing Homework Help /by Wilson Andere

Geriatric Nursing

Geriatric Nursing

Name

Institution

Professor

Course

Date

Geriatric nurses tend to be educated to enable them treat plus understand the most complex mental and physical health needs of the older individuals. They attempt to assist their patients safeguard their health as well as cope with the changes within their physical and mental capabilities, so that the older individuals may remain independent as well as active for the longest time possible. The gerontological nursing is considered to be the nursing specialty that pertains to the older adults. These nurses operate alongside collaboration with the older individuals, the communities plus their families with the intention of supporting a healthy aging, quality of life in addition to maximum functioning (Yiqun, 2021). Geriatric Nursing

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The geriatric nurses are supposed to enjoy working with the individuals who are older. They should be patient, listen with a lot of attentiveness as well as the balance the necessities of the patients with a times demands that are conflicting from the members of the family.

The targeted audience

With geriatrics, its all about care for the older people, this happens to be an age group that quote difficult to precisely define. The term older tends to be more preferable as compared to elderly though they are somehow equal. Sixty five years and above is the mostly used age, however, most individuals are not in need of geriatrics professionalism within their care till they are around 70 – 80 years of age. The target audience is actually the senior citizen segment which comprises of approximately 75 million individuals. They basically posses huge amounts of an income that is disposable, and are in search of guidance to assist them live longer and healthier lives. This targeted audience is classified into four. The pre-retirees who are in between 50-65 years. There is also the grandparents in addition to relatives who are in the age bracket of 50 years and above. The third category is the one that is made up of the late retirees who happen to be between the age bracket of 65 years to 75 years. It mainly constitutes of individuals above the standard age of retirement. The last category of the targeted audience is the active retirees. This is a group that is made up is seniors who are not having any active income (Van Seben, et.al, 2019).

With this particular group, when teaching the on the health promotion, it is evident that prevention of diseases as well as early detection happens to be the most appropriate strategy for a successful management of a chronic disease. The elderly need to know that identifying plus early intercurrent illness treatment is extremely crucial within the seniors who are quite frail. The elderly are supposed to get educated on the importance of exercises daily, healthy eating, alongside leaving a life that is stress free. The adults under medication are supposed to take as per the prescriptions and faithfully in order to have their health promoted.

Teaching theory

It is appropriate to utilize teaching techniques during the providence of health teachings for the older individuals. There are several elders with increasing challenges in understanding the complex sentences, have less proficiency as compared to the younger individuals when it comes to drawing of inferences, alongside having challenges with the motor tasks. The information should be prevented through a slower pace contrary to the younger patients. The best theory is the behavioral theory. Due to their character traits, it is advisable to speak using low voice tones as well as enable adequate time for the patients to integrate and also assimilate the conceptual material, in addition to putting emphasis on concrete instead of abstract material (Ahmed, et.al, 2020).

It becomes paramount to minimize the environmental distractions which is essential in compensating for any hearing loss that is age-related as well as aid the patient with concentration plus attention. Carrying out group teaching might assist the elderly patients to enhance their health-related problem solving capabilities. During the suggestion of lifestyle changes, it is important to take into account that most of the elderly individuals extremely cautious and might fail to accept the changes with ease. In the behavioral teaching, in order to achieve effectiveness in the teaching, the program is supposed to be individualized so that it suits the lifestyle as well as the necessities of the older patients, as well as ensure that the goals are mutually acceptable. Patients are supposed to actively participate in the goal setting. When it comes to planning the patient teaching for these elderly individuals, the goals should be individualized as per the requirements of the patients in addition to what they are supposed to do for themselves (Teófilo, et.al, 2019).

Importance of this teaching theory

The main essence of using the behavioral theory is mainly because, with the advancing age, the memory of an individual tends to be much better as compared to the information that has been seen. As a result, an older patient has high probabilities of remembering information that they get to hear contrary to the information that they have read from somewhere. In order to enhance learning for any patient who has memory loss, it is important to have the message repeated frequently during the teaching, as well as have the patient questioned frequently in order to determine the retention level. The theory helps one to pay specific attention to the language that is used in teaching (Ahmed, et.al, 2020).

It enables one to choose simple, elaborated terminology then have talks that are on the level of the patient. There are several elderly individuals who tend to be highly educated, hence have a preference that during the training one uses as well as gives explanations using the medical terminology, there are others who prefer keeping interactions to be short and precise.

Diversity effects

Being a teaching, one gets to play the role of a facilitator then encourage conversation plus healthy debate in between the opinions that are diverse. The group assignments are perceived to be a great means of exposing students to perspectives that are diverse, enabling them to function as one in exploring plus solving challenges. Among the diversity issues affecting the teaching happens to be socioeconomic status which greatly affects the psychological health of an aging patient. Poverty is said to be a risk factor for the declines within the mental health amidst the older individuals. The elderly who are socioeconomic status levels that are lower are in most occasions most probably to be diagnosed with having a psychological disorder.

There is also the issue of gender in that, the women who are older and suffering from dementia were said to be having higher risks of suffering from physical abuse plus neglect by the family caregivers. In the training, it is important to note out the contributing factors to the elder abuse within individuals who have dementia, these comprise of; poverty, low education levels of the caregiver plus the victim, abuse of alcohol and social isolation among others (Hsieh and Chen, 2018).

Minimizing health disparities plus attaining of equitable health care continues to be an essential goal for the healthcare system within the United States. Cultural competence is essential in addressing the diversity during the education program. It acts as a foundational pillar when it comes to minimizing disparities via culturally sensitive plus quality care that is unbiased. The care that is culturally competent is one that greatly respects diversity within the patient population plus cultural factors capable of affecting health plus healthcare, like communication styles, behaviors, language, attitudes in addition to beliefs.

It is quite evident that racism is a factor that leads to creation of systemic stressors resulting into health outcomes that are poor as well as accelerates aging. This causes biological weathering and is capable of demonstrating the telomeres shortening. This happens to be evidence of aging that is early within individuals who have been exposed to the side cumulative stress. The same way gerontologists become aware of the fact that age is quite a limited plus crude variable that is actually explanatory, it is the same situation with ethnicity and race (Wollesen, et.al, 2019).

Solving conflicts

During the training, there are several ways in which the conflicts that arise in between the older patients might be solved. These include:

Compromising – which involves making efforts to have the conflict resolved through identifying a solution that happens to be partially satisfactory to the two parties, and should never be entirely satisfactory to any of the parties. There is collaborating – involves being in cooperation with different participants to understand their own concerns as well as express personal concerns in an attempt to identify a mutually plus entirely satisfactory solution. These is a very beneficial strategy in addressing interpersonal conflict situations because it ends up promoting creative problem solving in addition to being a means of fostering rapport plus mutual respect. Therefore, despite there being lots of ways to address conflicts, collaboration is effective as it does not force, compromise, avoid or even accommodate (Dai, et.al, 2021).

References

Ahmed, R. R., Streimikiene, D., Abrhám, J., Streimikis, J., & Vveinhardt, J. (2020). Social and behavioral theories and physician’s prescription behavior. Sustainability, 12(8), 3379. https://www.mdpi.com/696944

Dai, F., Liu, Y., Ju, M., & Yang, Y. (2021). Nursing students’ willingness to work in geriatric care: An integrative review. Nursing Open, 8(5), 2061-2077. https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.726

Hsieh, P. L., & Chen, C. M. (2018). Nursing competence in geriatric/long term care curriculum development for baccalaureate nursing programs: a systematic review. Journal of Professional Nursing, 34(5), 400-411. https://www.sciencedirect.com/science/article/pii/S875572231830067X

Teófilo, T. J. S., Veras, R. F. S., Silva, V. A., Cunha, N. M., Oliveira, J. D. S., & Vasconcelos, S. C. (2019). Empathy in the nurse–patient relationship in geriatric care: An integrative review. Nursing ethics, 26(6), 1585-1600. https://journals.sagepub.com/doi/abs/10.1177/0969733018787228

Van Seben, R., Reichardt, L. A., Aarden, J. J., van der Schaaf, M., van der Esch, M., Engelbert, R. H., … & Wold, J. (2019). The course of geriatric syndromes in acutely hospitalized older adults: The Hospital-ADL Study. Journal of the American Medical Directors Association, 20(2), 152-158. https://www.sciencedirect.com/science/article/pii/S1525861018304456

Wollesen, B., Hagemann, D., Pabst, K., Schlüter, R., Bischoff, L. L., Otto, A. K., … & Fenger, A. (2019). Identifying individual stressors in geriatric nursing staff—A cross-sectional study. International journal of environmental research and public health, 16(19), 3587. https://www.mdpi.com/541058

Yiqun, L. I. U. (2021). Discussion on the Application of Innovative Entrepreneurship Education Concept in the Course of Geriatric Nursing. The Theory and Practice of Innovation and Enntrepreneurship, 4(8), 62. http://www.cxcybjb.com/EN/abstract/abstract2501.shtml

Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment

May 25, 2022/in Nursing Homework Help /by Naomi Nas

Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment

Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment

Throughout this course, you were encouraged to practice conducting various physical assessments on multiple areas of the body, ranging from the head to the toes. Each of these assessments, however, was conducted independently of one another. For this DCE Assignment, you connect the knowledge and skills you gained from each individual assessment to perform a comprehensive head-to-toe physical examination in your Digital Clinical Experience. Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment

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To Prepare

Review this week’s Learning Resources, and download and review the Physical Examination Objective Data Checklist as well as the Student Checklists and Key Points documents related to neurologic system and mental status.
Review the Shadow Health Resources provided in this week’s Learning Resources specifically the tutorial to guide you through the documentation and interpretation with the Shadow Health platform. Review the examples also provided.
Review the DCE (Shadow Health) Documentation Template for Comprehensive (Head-to-Toe) Physical Assessment found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment.
Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
Review the Week 9 DCE Comprehensive Physical Assessment Rubric provided in the Assignment submission area for details on completing the Assessment in Shadow Health. Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment

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DCE Comprehensive Physical Assessment:

Complete the following in Shadow Health:

Episodic/Focused Note for Comprehensive Physical Assessment of Tina Jones (180 minutes)

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total of 80% or better (this includes your DCE and your Documentation Notes), but you must take all attempts by the Week 9 Day 7 deadline.

Submission and Grading Information

By Day 7 of Week 9

Complete your Comprehensive (Head-to-Toe) Physical Assessment DCE Assignment in Shadow Health via the Shadow Health link in Blackboard.
Once you complete your Assignment in Shadow Health, you will need to download your lab pass and upload it to the corresponding Assignment in Blackboard for your faculty review.
(Note:Please save your lab pass as “LastName_FirstName_AssignmentName”.) You can find instructions for downloading your lab pass here: https://link.shadowhealth.com/download-lab-pass
Once you submit your Documentation Notes to Shadow Health, make sure to copy and paste the same Documentation Notes into your Assignment submission link below.
Download, sign, date, and submityour Student Acknowledgement Form found in the Learning Resources for this week. Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment

Grading Criteria

To access your rubric:

Week 9 Assignment 3 DCE Rubric

Submit Your Assignment by Day 7 of Week 9

To submit your Lab Pass:

Week 9 Lab Pass

To participate in this Assignment:

Week 9 Documentation Notes for Assignment 3

To Submit your Student Acknowledgement Form:

Submit your Week 9 Assignment 3 DCE Student Acknowledgement Form