Complete this assessment fourth.For this assessment, you will reflect on various aspects of your capstone experience. This will give you a chance to discuss elements of the project of which you are proud and aspects of the experience that will help you grow in your personal practice and nursing career.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 2: Make clinical and operational decisions based upon the best available evidence.Reflect on how evidence and the literature were utilized to plan and implement a capstone project, as well as how project outcomes compared to initial predictions based on a review of the literature.Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.Reflect on the degree to which health care technology was successfully used in the capstone project to improve outcomes or communication to relevant stakeholders.Competency 5: Analyze the impact of health policy on quality and cost of care.Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions to policy development made by the project.Competency 8: Integrate professional standards and values into practice.Reflect on personal and professional growth throughout the capstone project and the BSN program, with special attention to growth related to ethical care provision and demonstration of professional standards.Communicate professionally and audibly, using proper grammar and current APA style.Important: You must complete all of the assessments in order for this course.Professional ContextBSN-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. After a patient care interaction, it is important to evaluate how well you addressed the criteria set for the nurse-patient interaction and consider future improvements. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).PreparationThis assessment requires you to prepare a 5–10 minute video reflection on your capstone clinical practicum experience. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. If you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.Complete the following preparatory activities:If necessary, set up and test your microphone or headset per the manufacturer instructions.Practice using the equipment to ensure the audio quality is sufficient.Consult the Campus resourceUsing Kaltura [PDF]for guidance on recording and uploading your assessment in the courseroom.Begin developing your reflection. Some questions you might address in your reflection video are:What were your most important outcomes or findings?What challenges did you overcome throughout your project?How did your initial research and evidence base help you plan and execute your capstone project?How were the outcomes similar to and different from your expectations?How did you feel your professional product turned out?What impacts of the implementation of your professional product did you observe?To what degree were you successful in using technology in your capstone project?How did organizational or governmental health policy impact the way in which you approached your project?What contributions did you make to your organization’s policies throughout the course of your project?In which areas do you feel you grew the most?How will your learning affect your professional practice and ability to implement ethical care in accordance with professional codes of conduct?What would you do differently if you could do the capstone project or program again?What accomplishment are you most proud of, within the context of the capstone or the program as a whole?Examine your capstone project through the lens of your initial plan and literature review.InstructionsUse Kaltura to record a 5–10 minute video reflection addressing the following scoring guide grading criteria. Please study the scoring guide carefully so you know what is needed for a distinguished score:Reflect on how evidence and the literature were utilized to plan and implement a capstone project, as well as how project outcomes compared to initial predictions based on a review of the literature.Reflect on the degree to which health care technology was successfully used to improve outcomes or communication to relevant stakeholders in the capstone project.Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project as well as any contributions to policy development that the project made.Reflect on personal and professional growth throughout the capstone project and the BSN program, paying special attention to growth related to the provision of ethical care and demonstration of professional standards.Communicate audibly and professionally, using proper grammar and including a reference list formatted in current APA style.Important Note: You do not need to submit the transcript of your video, but do address each scoring guide criterion in the video, including a discussion of authors in the literature who support the ideas presented. Please submit a separate APA-formatted reference list for the resources discussed in your reflection.Additional RequirementsReferences: Cite a minimum of three scholarly and/or authoritative sources to support your assertions.APA style and format: Submit, along with the video, a separate references page that follows APA style and formatting guidelines. Refer to theAPA Moduleas needed.Portfolio Prompt: Remember to save the assessment to your ePortfolio. After you complete your program you may want to consider leveraging your Portfolio as part of a job search or other demonstration of your academic competencies.ReferenceSpeed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos – An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4). Retrieved from http://www.sciedu.ca/journal/index.php/ijhe/article/view/13820

Case study link below:http://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_07/index.htmlWrite a 1- to 2-page summary paper that addresses the following:· Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented.· Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.· What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.· Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise. Describe whether they were different. Be specific and provide examples.Required Readings:Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.Chapter      10, “Basic Principles of Neuropharmacology” (pp. 73–77)Chapter      11, “Physiology of the Peripheral Nervous System” (pp. 79–90)Chapter      12, “Muscarinic Agonists and Antagonists” (pp. 91–107)Chapter      13, “Adrenergic Agonists” (pp. 109–119)Chapter      14, “Adrenergic Antagonists” (pp. 121–132)Chapter      15, “Indirect-Acting Antiadrenergic Agents” (pp. 133–137)Chapter      16, “Introduction to Nervous System Pharmacology” (pp. 139–141)Chapter      17, “Drugs for Parkinson Disease” (pp. 143–158)Chapter      18, “Drugs for Alzheimer Disease” (pp. 159–166)Chapter      19, “Drugs for Epilepsy” (pp. 167–189)Chapter      20, “Drugs for Muscle Spasm and Spasticity” (pp. 191–201)Chapter      57, “Drug Therapy of Rheumatoid Arthritis” (pp. 629–641)Chapter      58, “Drug Therapy of Gout” (pp. 643–651)Chapter      59, “Drugs Affecting Calcium Levels and Bone Mineralization” (pp. 653–672)American Academy of Family Physicians. (2019). Dementia. Retrieved from http://www.aafp.org/afp/topicModules/viewTopicModule.htm?topicModuleId=5This website provides information relating to the diagnosis, treatment, and patient education of dementia. It also presents information on complications and special cases of dementia.Laureate Education (Producer). (2019e). Complex regional pain disorder [Interactive media file]. Baltimore, MD: Author.In this interactive media piece, you will engage in a set of decisions for prescribing and recommending pharmacotherapeutics to treat complex regional pain disorders.

Critical Thinking IncidentThink about and analyze a specific situation that has occurred in your work setting and the impact critical thinking had on that specific situation.Think back to a critical incident in your workplace that affected patient safety, had an unintended outcome, or did not contribute to the well-being of the patient. Reflect on the incident to identify why the breakdowns in quality and safety occurred.Refer to Box 5-4, Guidelines for Analyzing CT (Rubenfeld & Scheffer, 2015) to examine an event/incidence, to synthesize what happened, and how to prevent it in the future.In the format you have chosen to show mastery:A description of a critical incident that occurred in your workplace that had an unintended outcome or did not contribute to the well-being of the patient.An analysis of the event using the questions from box 5-4.  Use these questions to analyze the event- it is not necessary to use all of them, but the ones that pertain to your event.  You can then use the information from your answers to identify and talk about the incident, what worked well and what did not.Your reflection of the incident, what the breakdowns were and why they occurred.What steps a leader/manager can take to prevent future incidents or describe how you would create an environment where these incidences are less likely to happen; for example, what would you do differently?Reading and ResourcesRead Chapter 7 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.Additional Instructions:All submissions should have a title page and reference page.Utilize a minimum of two scholarly resources.Adhere to grammar, spelling and punctuation criteria.Adhere to APA compliance guidelines.Adhere to the chosen Submission Option for Delivery of Activity guidelines.Think about and analyze a specific situation that has occurred in your work setting and the impact critical thinking had on that specific situation.Think back to a critical incident in your workplace that affected patient safety, had an unintended outcome, or did not contribute to the well-being of the patient. Reflect on the incident to identify why the breakdowns in quality and safety occurred.Refer to Box 5-4, Guidelines for Analyzing CT (Rubenfeld & Scheffer, 2015) to examine an event/incidence, to synthesize what happened, and how to prevent it in the future.In the format you have chosen to show mastery:A description of a critical incident that occurred in your workplace that had an unintended outcome or did not contribute to the well-being of the patient.An analysis of the event using the questions from box 5-4.  Use these questions to analyze the event- it is not necessary to use all of them, but the ones that pertain to your event.  You can then use the information from your answers to identify and talk about the incident, what worked well and what did not.Your reflection of the incident, what the breakdowns were and why they occurred.What steps a leader/manager can take to prevent future incidents or describe how you would create an environment where these incidences are less likely to happen; for example, what would you do differently?Reading and ResourcesRead Chapter 7 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.Additional Instructions:All submissions should have a title page and reference page.Utilize a minimum of two scholarly resources.Adhere to grammar, spelling and punctuation criteria.Adhere to APA compliance guidelines.Adhere to the chosen Submission Option for Delivery of Activity guidelines.Submission Options:Choose One:Instructions:Paper3 to 4-page paper. Include title and reference pages.

Articulating Research data and summarizing relevant content.