Assignment: Global Health Comparison Matrix

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Assignment: Global Health Comparison Matrix

Global Health Comparison Grid Template

The outbreak of the coronavirus disease in 2019 and the subsequent declaration by the World Health Organization as a public health concern led to a great deal of panic, anxiety, and the implementation of practices and restrictions intended to control the disease’s transmission and the potentially fatal effects it could have. Over 4.5 million individuals have lost their lives as a result of the virus, which has killed over 300 million people so far. The United States of America has the highest number of both deaths and illnesses. Vaccinating populations and individuals who are considered to be at a high risk is an important part of the effort to contain the COVID-19 pandemic (WHO, 2021). The lack of vaccine policy in many countries, including the United States, has had an effect on the number of people who have gotten their vaccinations since they were introduced about a year ago. The purpose of this comparison matrix is to evaluate vaccination policies in the United States and Mexico, particularly in relation to COVID-19. This is in accordance with the recommendations made by the World Health Organization for countries to get a herd immunity and to stop and prevent the spreads of infectious diseases. Assignment: Global Health Comparison Matrix

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Global Healthcare Issue   

Immunization/ Vaccination  for COVID-19
Description The international or global perspective on vaccines and immunization has always differed from one nation to another. The World Health Organization has always encouraged and implored its member states to embrace vaccines and immunizations as means of preventing infectious diseases and reducing their adverse effects if contracted. Vaccination for COVID-19 remains a global issue as the world focuses on stopping the spread of the infectious disease first detected in a wet Chinese market.
Country United States 

 

 Mexico
Describe the policy in each country related to the identified healthcare issue While no federal policy exists on vaccinations in the country, with each state having its own requirements for children getting into public schools, the COVID-19 pandemic necessitated several mandates at all levels of government (CMS, 2021). Policies by the federal government include latest revised ones requiring employees to be fully vaccinated against COVID-19 disease. In Mexico, no mandatory COVID-19 vaccine policies exist but efforts focus on ensuring that more individuals get the jab. Like the U.S. the country has no vaccine policies, except for children enrolling in schools.
What are the strengths of this policy? All states allow exemptions from vaccines on medical grounds while 45 allow on religious reasons. Another 15 states exempt people from vaccines on philosophical or personal beliefs. Subsequently, the rollout of COVID-19 jab also follows these guidelines with some states relaxing vaccination mandates and requirements (CMS, 2021). Mexico allows exemption from vaccination on religious and medical grounds. However, personal reasons cannot enable one to get exemption from vaccination (Jimenez & Gandy, 2021). The country’s efforts to vaccine against COVID-19 follows these trends as it is not mandatory.
What are the weaknesses of this policy? Individuals and parents continue to express concerns about the number of vaccines that one should get apart from the COVID-19 jabs. The safety of these vaccines remains an issue of concern (The White House, 2021b). The population requires effective education to understand the impact of the vaccines. Vaccine-preventable diseases account for significant mortality and morbidity in developing nations like Mexico. The enforcement of increased vaccination against infectious diseases and even COVID-19 remains a challenge due to funding and infrastructural challenges (2020).
Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples) Social determinants of health impact routine immunization for children; especially among lo-income populations. For instance too reduce mortality and morbidity associated with vaccinations, the needs of different populations must be met, especially access to better living conditions and information. Immunization obstacles reduce the rates of vaccination. For instance, lack of awareness on the importance of COVID-19 jab and other vaccines can impact herd immunity.
How has each country’ government addressed cost, quality, and access to the selected global health issue? The U.S. continues to address cost, quality and access through policies like the Affordable Care Act and using legislations as well as executive orders by the Biden administration (The White House, 2021). These include vaccine mandates to enhance the rate of vaccination against CIOVID-19. Assignment: Global Health Comparison Matrix 

 

 Mexico experiences funding challenges making it difficult for health populations to access vaccines on time. For instance, most of its COVID-19 vaccines are donated by nations like the U.S. and the World Health Organization under the COVAX facility (WHO, 2020).
How has the identified health policy impacted the health of the global population? (Be specific and provide examples) The existing policies on vaccination in the U.S. impacts global population’s health as they ensure that as many Americans as possible get vaccines, especially the COVID-19 vaccines. 

 

 

 

 Exemptions impacts the ability of the world to ensure that all eligible persons get vaccinated to control the spread of COVID-19 disease (Jimenez & Gandy, 2021).
Describe the potential impact of the identified health policy on the role of nurse in each country. Policies on vaccinations and immunizations impact the role of nurses in the U.S. as they are health promoters and educators (Corless et al., 2018). As primary care providers, they offer education and interact with patients to encourage them to take vaccines. Low rates of vaccinated individuals, especially against COVID-19, exposes nurses to life threatening diseases that affect their ability to offer quality care interventions (Jimenez & Gandy, 2021). Because of these challenges, they cannot execute their roles well and meet care needs.
Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples) The issues impact local healthcare organizations and policies as it implores providers to get training on management of COVID-19 and its effects on patients (The White House, 2021). Training on public health emergencies is essential to address increased rates of infection. 

 

 

 Global health issues like pandemics and epidemics affect local health organizations and policies in Mexico by requiring the government to develop responsive policies to encounter adverse effects of infectious diseases and protect its population while providing high quality care.
General Notes/Comments The U.S. response to the COVID-19 pandemic and need to vaccinate its population demonstrate efforts to tackle global health care issues (The White House, 2021b). The existing policies on vaccination should be altered to help the country and its population prepare for and tackle any future health emergencies. Mexico continues to make efforts to access vaccines and offer to its population despite limited resources (Jimenez & Gandy, 2021). The vaccination policies in the country illustrate the need for a global approach to diseases by leveraging existing local resources.

When you discuss a hypothetical negative health outcome, do you believe it will occur? Are you of the opinion that direct eye contact and intimate contact should be avoided?

If you believed these statements to be true, you would have difficulty practicing as a nurse. However, in certain societies, these are quite true beliefs. Cultural differences,

subcultures, religion, ethnic customs, dietary practices, and a variety of other factors all contribute to the complicated environment that surrounds global healthcare challenges. Inability to recognize and account for these distinctions might result in a disconnect between practitioners and the population they serve.

This Assignment will study a global health issue and compare the United States’ and another country’s approaches to the issue.

Assignment: Global Healthcare Comparison Matrix and Narrative Statement

 

To Prepare:

Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
Select at least one additional country to compare to the U.S. for this Assignment.
Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
Review and download the Global Health Comparison Matrix provided in the Resources.
The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change)

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

 

Consider the national/federal health policies in the United States that have been adapted for the global health issue you chose from the WHO global health agenda. Compare these policies to the policies of the other country you chose to research.
Explain the advantages and disadvantages of each policy.
Explain how the social determinants of health may have an impact on the global health issue you chose. Provide specifics and examples.
Analyze how each country’s government addresses cost, quality, and access to the global health issue of choice, using the WHO’s global health agenda as well as the results of your own research.
Explain how the health policy you chose might affect the global population’s health. Provide specifics and examples.
Explain how the chosen health policy may affect the role of the nurse in each country.
Explain how global health issues affect both countries’ local healthcare organizations and policies. Provide specifics and examples. Assignment: Global Health Comparison Matrix
Part 2: A Social Change Strategy

Consider the global health policy comparison and analysis you performed in Part 1 of the Assignment, as well as the impact global health issues may have on the world, the United States, your community, and your practice as a nurse leader.

Create a plan for social change in a 1-page response that incorporates a global perspective or lens into your local practice and role as a nurse leader.

Describe how you would advocate for the inclusion of a global perspective or lens in your local practice and role as a nurse leader.
Explain how incorporating a global perspective or lens would affect your local practice and role as a nurse leader.
Explain how, as a nurse leader, incorporating a global perspective or lens into your local practice represents and contributes to social change. Provide specifics and examples.

Matrix of Global Health Comparisons

Your paper must be proofread. However, do not rely solely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part, and your grade will suffer as a result. Papers with a high number of misspelled words and grammatical errors will be penalized. Before submitting your paper, go over it in silence and then aloud, and make any necessary changes. It is often beneficial to have a friend proofread your paper for obvious errors. Uncorrected mistakes are preferable to handwritten corrections.

Use a standard 10 to 12 point typeface (10 to 12 characters per inch). Smaller or compressed type, as well as papers with narrow margins or single spacing, are difficult to read. It is preferable to allow your essay to exceed the recommended number of pages rather than attempting to compress it into fewer pages.

Large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and other such attempts at “padding” to increase the length of a paper are also unacceptable, waste trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced, and have a one-inch margin on all four sides of each page. When submitting hard copies, use white paper and print with dark ink. It will be difficult to follow your argument if it is difficult to read your essay. Assignment: Global Health Comparison Matrix

Module 6: Global Healthcare Issues (Week 11)

Laureate Education (Producer). (2018). Global Healthcare Issues [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:
  • Compare healthcare policies related to global healthcare issues in the U.S. and abroad
  • Analyze the impact of the social determinants of health on global healthcare issues
  • Analyze how policy impacts the health of the global population
  • Analyze how policy impacts the role of the nurse
  • Compare how global health issues impact local healthcare organizations and policies in the U.S and abroad
  • Recommend advocacy for the incorporation of a global perspective into local practice and the role of the nurse leader
  • Analyze impacts of the incorporation of a global perspective into local practice and the role of the nurse leader
  • Analyze how a global perspective represents and contributes to social change
Due By Assignment
Week 11, Days 1–2 Read/Watch/Listen to the Learning Resources.
Week 11, Day 3-4 Begin to compose your Assignment.
Week 11, Day 5 Deadline to submit your Assignment.

Photo Credit: [KTSDESIGN/SCIENCE PHOTO LIBRARY]/Science Photo Library]/Getty

Learning Resources

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

Required Readings

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 11, “The Impact of Globalization: Nurses Influencing Global Health Policy” (pp. 194–208) Assignment: Global Health Comparison Matrix

 

Corless, I. B., Nardi, D., Milstead, J. A., Larson, E., Nokes, K. M., Orsega, S., Kurth, A. E., … Woith, W. (2018). Expanding nursing’s role in responding to global pandemics. Nursing Outlook, 66(4), 412–415. doi:10.1016/j.outlook.2018.06.003

Note: You will access this article from the Walden Library databases.

 

Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2017). Global action on the social determinants of health. BMJ Global Health, 3(1). doi:10.1136/bmjgh-2017-000603

Note: You will access this article from the Walden Library databases.

 

Sandoval-Almazana, R., & Gil-Garcia, J. R. (2011). Are government internet portals evolving towards more interaction, participation, and collaboration? Revisiting the rhetoric of e-government among municipalities. Government Information Quarterly, 29(Suppl. 1), S72–S81. doi:10.1016/j.giq.2011.09.004

Note: You will access this article from the Walden Library databases.

 

World Health Organization (WHO). (n.d.). Global health agenda. Retrieved September 20, 2018, from http://www.who.int/about/vision/global_health_agenda/en/

 

Document: Global Health Comparison Matrix (Word document)

Required Media

Laureate Education (Producer). (2018). Global Healthcare Issues [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Final Thoughts [Video file]. Baltimore, MD: Author.

Assignment: Global Healthcare Comparison Matrix and Narrative Statement

Note: This Assignment is due on Day 5 of Week 11.

If you talk about a possible poor health outcome, do you believe that outcome will occur? Do you believe eye contact and personal contact should be avoided?

You would have a difficult time practicing as a nurse if you believed these to be true. But they are very real beliefs in some cultures.

Differences in cultural beliefs, subcultures, religion, ethnic customs, dietary customs, language, and a host of other factors contribute to the complex environment that surrounds global healthcare issues. Failure to understand and account for these differences can create a gulf between practitioners and the public they serve.

In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country.

To Prepare:

  • Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
  • Select at least one additional country to compare to the U.S. for this Assignment.
  • Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
  • Review and download the Global Health Comparison Matrix provided in the Resources.

The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change)

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

  • Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
  • Explain the strengths and weaknesses of each policy.
  • Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples. Assignment: Global Health Comparison Matrix
  • Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
  • Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
  • Explain how the health policy you selected might impact the role of the nurse in each country.
  • Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.

Part 2: A Plan for Social Change

Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.

In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

  • Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.
  • Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
  • Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples.

By Day 5 of Week 11

Submit Part 1 and Part 2 of your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK11Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 11 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 11 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK11Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 11 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 11 Assignment draft and review the originality report.

Submit Your Assignment by Day 5 of Week 11

To submit your Assignment:

Week 11 Assignment

Congratulations! After you have finished all of the assignments for this Module, you have completed the course. Please submit your Course Evaluation by Day 7.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6050_Module06_Week11_Assignment_Rubric

Grid View
List View

Excellent Good Fair Poor
Global Healthcare Issues and Policies

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

• Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
Points Range: 45 (45%) – 50 (50%)
Response provides a clear and accurate explanation of the strengths and weaknesses of policies in the U.S. and another country.

Response provides a clear and accurate explanation of how the social determinants of health impact the issue in the U.S. and in another country. Specific examples are provided.

Response provides a clear and accurate explanation of how the governments of the two countries address cost, quality, and access related to the issue.

Response provides a clear and accurate explanation of how the policy in each of the two countries impacts the health of the global population. Detailed and accurate supporting examples are provided.

Response provides a clear and complete explanation of how the policies in each country impact the role of the nurse.

Response provides an accurate and detailed explanation of how the global health issues impact local healthcare organizations and policies in each of the two countries.

Points Range: 40 (40%) – 44 (44%)
Response provides an explanation of the strengths and weaknesses of policies in the U.S. and another country.

Response provides an explanation of how the social determinants of health impact the issue in the U.S. and in another country. Specific examples may be provided. Assignment: Global Health Comparison Matrix

Response provides an explanation of how the governments of the two countries address cost, quality, and access related to the issue.

Response provides an explanation of how the policy in each of the two countries impacts the health of the global population. Supporting examples may be provided.

Response provides an explanation of how the policies in each country impact the role of the nurse.

Response provides an explanation of how the global health issues impact local healthcare organizations and policies in each of the two countries.

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Points Range: 35 (35%) – 39 (39%)
Explanation of the strengths and weaknesses of policies in the U.S. and another country is vague or inaccurate.

Explanation of how the social determinants of health impact the issue in the U.S. and another country, and/or the examples, are vague or inaccurate.

Explanation of how the governments of the two countries address cost, quality, and access related to the issue is vague or inaccurate.

Explanation of how the policy in each of the two countries impacts the health of the global population, and/or supporting examples, is vague or inaccurate.

Explanation of how the policies in each country impact the role of the nurse is vague or incomplete.

Explanation of how global health issues impact local healthcare organizations and policies in each of the two countries is vague or inaccurate.

Points Range: 0 (0%) – 34 (34%)
Explanation of the strengths and weaknesses of policies in the U.S. and another country is vague and inaccurate, or is missing.

Explanation of how the social determinants of health impact the issue in the U.S. and in another country, and the examples, are vague and inaccurate, or is missing.

Explanation of how the governments of the two countries address cost, quality, and access related to the issue is vague and inaccurate, or is missing.

Explanation of how the policy in each of the two countries impacts the global population, and supporting examples, is missing.

Explanation of how the policies in each country impact the role of the nurse is vague and inaccurate, or is missing.

Explanation of how global health issues impact local healthcare organizations and policies in both countries is missing.
The Nurse’s Role in Global Healthcare.

Part 2: A Plan for Social Change

Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment. In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

• Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.

• Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.

• Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples.
Points Range: 32 (32%) – 35 (35%)
Response provides a clear and thorough explanation of how one would advocate for the incorporation of a global perspective or lens into his/her role as a nurse leader.

Response provides a clear and thorough explanation of how the incorporation of a global perspective or lens might impact local practice and the role as a nurse leader.

Response clearly and thoroughly explains in detail how the incorporation of a global perspective or lens in one’s role as a nurse represents and contributes to social change. Accurate and detailed supporting examples are provided.

Points Range: 28 (28%) – 31 (31%)
Response provides an explanation of how one would advocate for the incorporation of a global perspective or lens into his/her role as a nurse leader.

Response provides an explanation of how the incorporation of a global perspective or lens might impact local practice and the role as a nurse leader.

Response explains how the incorporation of a global perspective or lens in one’s role as a nurse represents and contributes to social change. Some supporting examples are provided.

Points Range: 25 (25%) – 27 (27%)
Explanation of how one would advocate for the incorporation of a global perspective or lens into his/her role as a nurse leader is vague or incomplete.

Explanation of how the incorporation of a global perspective or lens might impact local practice and the role as a nurse leader is vague or incomplete.

Explanation of how the incorporation of a global perspective or lens in one’s role as a nurse represents and contributes to social change, and/or supporting examples provided, are vague or incomplete.

Points Range: 0 (0%) – 24 (24%)
Explanation of how one would advocate for the incorporation of a global perspective or lens into his/her role as a nurse leader is vague and incomplete, or is missing.

Explanation of how the incorporation of a global perspective or lens might impact local practice and the role as a nurse leader is vague and incomplete, or is missing.

Explanation of how the incorporation of a global perspective or lens in one’s role as a nurse represents and contributes to social change, and/or supporting examples, is missing.
Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.

Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.

Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.

Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.

Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors. Assignment: Global Health Comparison Matrix
Total Points: 100
Name: NURS_6050_Module06_Week11_Assignment_Rubric

Name: NURS_6050_Module06_Week11_Assignment_Rubric

Excellent Good Fair Poor
Global Healthcare Issues and Policies 

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

• Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
Points Range: 45 (45%) – 50 (50%)

Response provides a clear and accurate explanation of the strengths and weaknesses of policies in the U.S. and another country.

Response provides a clear and accurate explanation of how the social determinants of health impact the issue in the U.S. and in another country. Specific examples are provided.

Response provides a clear and accurate explanation of how the governments of the two countries address cost, quality, and access related to the issue.

Response provides a clear and accurate explanation of how the policy in each of the two countries impacts the health of the global population. Detailed and accurate supporting examples are provided.

Response provides a clear and complete explanation of how the policies in each country impact the role of the nurse.

Response provides an accurate and detailed explanation of how the global health issues impact local healthcare organizations and policies in each of the two countries.
Points Range: 40 (40%) – 44 (44%)

Response provides an explanation of the strengths and weaknesses of policies in the U.S. and another country.

Response provides an explanation of how the social determinants of health impact the issue in the U.S. and in another country. Specific examples may be provided.

Response provides an explanation of how the governments of the two countries address cost, quality, and access related to the issue.

Response provides an explanation of how the policy in each of the two countries impacts the health of the global population. Supporting examples may be provided.

Response provides an explanation of how the policies in each country impact the role of the nurse.

Response provides an explanation of how the global health issues impact local healthcare organizations and policies in each of the two countries.
Points Range: 35 (35%) – 39 (39%)

Explanation of the strengths and weaknesses of policies in the U.S. and another country is vague or inaccurate.

Explanation of how the social determinants of health impact the issue in the U.S. and another country, and/or the examples, are vague or inaccurate.

Explanation of how the governments of the two countries address cost, quality, and access related to the issue is vague or inaccurate.

Explanation of how the policy in each of the two countries impacts the health of the global population, and/or supporting examples, is vague or inaccurate.

Explanation of how the policies in each country impact the role of the nurse is vague or incomplete.

Explanation of how global health issues impact local healthcare organizations and policies in each of the two countries is vague or inaccurate.
Points Range: 0 (0%) – 34 (34%)

Explanation of the strengths and weaknesses of policies in the U.S. and another country is vague and inaccurate, or is missing.

Explanation of how the social determinants of health impact the issue in the U.S. and in another country, and the examples, are vague and inaccurate, or is missing.

Explanation of how the governments of the two countries address cost, quality, and access related to the issue is vague and inaccurate, or is missing.

Explanation of how the policy in each of the two countries impacts the global population, and supporting examples, is missing.

Explanation of how the policies in each country impact the role of the nurse is vague and inaccurate, or is missing.

Explanation of how global health issues impact local healthcare organizations and policies in both countries is missing.
The Nurse’s Role in Global Healthcare 

Part 2: A Plan for Social Change

Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment. In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

• Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.

• Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.

• Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples.
Points Range: 32 (32%) – 35 (35%)

Response provides a clear and thorough explanation of how one would advocate for the incorporation of a global perspective or lens into his/her role as a nurse leader.

Response provides a clear and thorough explanation of how the incorporation of a global perspective or lens might impact local practice and the role as a nurse leader.

Response clearly and thoroughly explains in detail how the incorporation of a global perspective or lens in one’s role as a nurse represents and contributes to social change. Accurate and detailed supporting examples are provided.
Points Range: 28 (28%) – 31 (31%)

Response provides an explanation of how one would advocate for the incorporation of a global perspective or lens into his/her role as a nurse leader.

Response provides an explanation of how the incorporation of a global perspective or lens might impact local practice and the role as a nurse leader.

Response explains how the incorporation of a global perspective or lens in one’s role as a nurse represents and contributes to social change. Some supporting examples are provided.
Points Range: 25 (25%) – 27 (27%)

Explanation of how one would advocate for the incorporation of a global perspective or lens into his/her role as a nurse leader is vague or incomplete.

Explanation of how the incorporation of a global perspective or lens might impact local practice and the role as a nurse leader is vague or incomplete.

Explanation of how the incorporation of a global perspective or lens in one’s role as a nurse represents and contributes to social change, and/or supporting examples provided, are vague or incomplete.
Points Range: 0 (0%) – 24 (24%)

Explanation of how one would advocate for the incorporation of a global perspective or lens into his/her role as a nurse leader is vague and incomplete, or is missing.

Explanation of how the incorporation of a global perspective or lens might impact local practice and the role as a nurse leader is vague and incomplete, or is missing.

Explanation of how the incorporation of a global perspective or lens in one’s role as a nurse represents and contributes to social change, and/or supporting examples, is missing.
Written Expression and Formatting – Paragraph Development and Organization: 

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Points Range: 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
Points Range: 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: 

Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100

Name: NURS_6050_Module06_Week11_Assignment_Rubric

Global Health Comparison Grid Template

 

Introduction

The problem of non-communicable diseases across the globe is a challenge that is growing on an annual basis. This issue of non-communicable diseases is a global challenge that WHO tries to prevent. Given the disease cannot be treated such as diabetes and high blood pressure they can be successfully prevented in various communities (World Health Organization (WHO). (n.d.). The issue is a global problem that requires mitigation from different countries which include the US and Canada.Assignment: Global Health Comparison Matrix

Global Healthcare Issue   

Prevention of Non-Communicable Diseases
Description The cost of medication and management of the non-communicable disease is rising. The increased cost of care delivery and the need for nurses is due to non-communicable diseases. The fact that non-communicable disease is rarely cured due to its chronic nature requires lifelong management which is expensive for the patient and the country as well. The covid-19 pandemic has also revealed non-communicable to be a major weakness of human beings since it resulted in many deaths due to underlying conditions. Therefore, a need for prevention is essential.
Country United States 

 

 Canada
Describe the policy in each country related to the identified healthcare issue Adopted prevention of non-communicable disease through education, institution, and public-private partnership. The government has a special institution that focuses on each specific issue such as diabetes association, cancer centers, and cardiovascular diseases (Bhattacharya, Juyal, Hossain & Singh, 2020). The government through mass communication emphasizes the issue and provision of information through the center for disease control. The country adopts the policy of research, support, and collaborative initiative for the affected people (Milsom, Smith, Baker & Walls, 2021).
What are the strengths of this policy?  

The policy of adopting and focusing on medical research is to bring solutions that will help only solve the problem. The public-private partnership ensures medical equipment and drugs needed are subsidized for patients.

 In Canada, the education of the public is the primary focus that will help prevent non-communicable diseases. The sharing of ideas and understanding the non-communicable disease by population is the primary focus (Milsom, Smith, Baker & Walls, 2021).
What are the weaknesses of this policy? The major weakness of the dominant policy research is that it is relatively expensive and takes time for medications to be discovered. The subsidies given to specific industries result in complaints from other drug manufacturing firms. Education of masses and the general public take a long period to materialize. This requires the need to have interventions.
Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples) 

 

 The problem of non-communicable disease is mainly attributed to the type of food consumed. The ability to buy and access food is a social determinant that is characterized by a level of education, income, and availability of food. The case of obesity is due to consumption of food that reaches in sugar as compared to a balanced diet. The social determinants in Canada include drug abuse such as smoking and alcohol intake. Also, a high intake of red meat and salt is a major social determinant of health.
How has each country’s government addressed cost, quality, and access to the selected global health issue? The united states have addressed the issue of non-communicable by offering subsidies to insulin, provision of free medical management for non-communicable diseases, and subsiding of cancer treatments. The equality of services has been achieved since the issue is managed by government facilities. The government focuses on the provision of medication equal to all people with standardization of prices and medical costs to all.
How has the identified health policy impacted the health of the global population? (Be specific and provide examples)  

The policy of research has resulted in the identification of issues that result in non-communicable diseases. For instance, through research, it has been shown that excess weight gain can result in other comorbidities such as high blood pressure and diabetes. This has been replicated across the world to help promote physical practice

 Through education of the public and having physical exercise the cases of diabetes have been significantly reduced.
Describe the potential impact of the identified health policy on the role of the nurse in each country. The nurses in the US will be able to educate and make a decision based on the research findings. This will help the patient and the rest of the population to reduce the incidences of non-communicable diseases. Through the education of patients, nurses can mitigate this problem effectively.
Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples)  

The policies made in the medical arena in the country should always be in line with the issue of non-communicable diseases. Consequently, a lot of resources are channeled by the government to healthcare as compared to other sectors.

 

 The country focuses more on the problem and hence requires more resources both labor, equipment, and money. The country’s budget within healthcare has been shaped by this issue.
General Notes/Comments The policy has resulted in significant management of non-communicable causes. The policy helps reduce new cases and promotes effective management of the existing ones.

 

Part 2: A Plan for Social Change

Evidence-based practices are the basis of mitigating the problem of non-communicable diseases. The social change needed within the medical community as far as the issue of non-communicable disease is a concern is the use of evidence-based practices. The problem of non-communicable disease is not the same as a vector-borne disease which requires stopping the vector or the agent itself but requires prevention of the onset of the condition (Akseer et al., 2020). This evidence-practice includes having regular physical exercises, reduce intake of alcohol, and cessation of smoking. In the nutritional realm, the need to reduce the high intake of calories is essential as well as embracing a balanced diet. The country should be able to subsidize healthy food such as fruits, vegetables, and approved sources of proteins. World health organization’s guidelines should be promoted and adhered to to ensure good health and safety for all people.

.

Conclusion

Conclusively, the issue of non-communicable disease is a major global problem in the arena of health. The best policies that remain viable are the prevention and management of existing cases. US and Canada are two examples of countries that strive to overcome the problem of non-communicable disease through various policies. This is a long way impact how other countries will mitigate this problem of non-communicable diseases. Assignment: Global Health Comparison Matrix 

References

Akseer, N., Mehta, S., Wigle, J., Chera, R., Brickman, Z. J., Al-Gashm, S., … & Bhutta, Z. A. (2020). Non-communicable diseases among adolescents: current status, determinants, interventions and policies. BMC public health, 20(1), 1-20. https://link.springer.com/article/10.1186/s12889-020-09988-5

Bhattacharya, S., Juyal, R., Hossain, M. M., & Singh, A. (2020). Non-communicable diseases viewed as “collateral damage” of our decisions: Fixing accountabilities and finding sloutions in primary care settings. Journal of Family Medicine and Primary Care, 9(5), 2176. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7380828/

Milsom, P., Smith, R., Baker, P., & Walls, H. (2021). Corporate power and the international trade regime preventing progressive policy action on non-communicable diseases: a realist review. Health policy and planning, 36(4), 493-508. https://academic.oup.com/heapol/article/36/4/493/6024433

World Health Organization (WHO). (n.d.). Global health agenda. Retrieved September 20, 2018, from http://www.who.int/about/vision/global_health_agenda/en/ Assignment: Global Health Comparison Matrix

Assignment: OB Teaching Experience

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Assignment: OB Teaching Experience

Assignment: OB Teaching Experience

Question Description
I don’t know how to handle this Health & Medical question and need guidance.

1. Purpose: To document and evaluate teaching skills necessary to provide teaching to an individual client with a demonstrated need. With the completion of this assignment the student will be able to achieve the following objectives.

Demonstrate ability to thoroughly assess the learning styles of an individual or family using given developmental or cultural models.
Demonstrate ability to anticipate learning needs based on developmental or cultural assessments.
Identify and utilize teaching/learning principles to facilitate achievement of learning goals and outcomes.
Select and prioritize learning strategies based on the developmental or cultural assessment to achieve learning goals and outcomes. Assignment: OB Teaching Experience
Support rationales for teaching plan using teaching and learning theories from required readings with references
2. Nursing Competencies:

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Assessing and identifying developmental, cultural, and socioeconomic factors affecting a client.
Providing evidence-based health information and teaching based on developmental, cultural, and socioeconomic factors affecting a client or family
Integrating teaching/learning activities into client interactions based on developmental, cultural, and socioeconomic factors affecting a client or family.
Incorporating health promotion and teaching into the plan of care based on developmental, cultural, and socioeconomic factors affecting a family or client.
3. Plan: submitted to the clinical instructor during the teaching experience. Your clinical instructor must approve the topic.

Develop nursing diagnosis (NANDA)
Develop two (2) learning objectives
State methodology (teaching methods)
Provide and utilize teaching aids
State needed resources
4. This write-up should be 2-3 pages to follow the Teaching Experience Rubric.

5. Suggested topics for Teaching Plan:

Mother’s with infants who have hyperbilirubinemia
Maternal and neonatal infection
Care of the Mother and Infant with Substance Abuse Problems
Immunization schedule for the newborn
Newborn care
Post op cesarean section care
Post vaginal delivery care
Breastfeeding
Postpartum depression
ob_teaching_experience_

Assignment: OB Teaching Experience

Assignment: OB Teaching Experience

Putting My Project proposal papar together

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I need help with a draft of my project proposal

Capstone Topic Summary

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In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Write a 250-300 words summary explaining which category your topic and intervention are under (community or leadership) .CAUTI – Catheter -Associated Urinary Tract Infection

Assignment: PRAC 6665 SYLLABUS

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Assignment: PRAC 6665 SYLLABUS

Assignment: PRAC 6665 SYLLABUS

Assignment: PRAC 6665 SYLLABUS

Student Support and Calendar Information

So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

This Syllabus, including the Course Schedule that is linked on this page as a PDF
Course Calendar
Support, Guidelines, and Policies
Credit Hours

2 credits in 11 weeks
Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. Assignment: PRAC 6665 SYLLABUS

Course Description

This is the third of four practicum courses in the advanced practice psychiatric-mental health curriculum. Students will apply their knowledge of psychopathology, psychopharmacology, and psychiatric assessment to the diagnosis, treatment, and management of mental health disorders in children, adolescents, adults, and older adults. The focus of this course is on advanced nursing practice in mental health settings. Note: Students with catalog years before Spring 2018 must complete a minimum of 144 practicum hours; those with catalog years beginning Spring 2018 must complete a minimum of 160 practicum hours. A minimum of 80 patient encounters (40 children/adolescents and 40 adults/older adults) are required.

Course Prerequisites

NURS 6630: Psychopharmacological Approaches to Treatment of Psychopathology
NRNP 6635: Psychopathology and Diagnostic Reasoning
PRAC 6635: Psychopathology and Diagnostic Reasoning Practicum
NRNP 6645: Psychotherapy With Multiple Modalities
PRAC 6645: Psychotherapy With Multiple Modalities Practicum
*NRNP 6665: PMHNP Care Across the Lifespan I
*This course is ideally taken concurrently, as a corequisite, but may also be taken as a prerequisite if needed.

Course Learning Outcomes

By the conclusion of this course, you should be able to:

Assess advanced practice psychiatric-mental health nursing skills for strengths and opportunities
Develop professional plans in advanced nursing practice for the practicum experience
Apply advanced practice nursing assessment, diagnosis, and treatment skills in mental health settings
Analyze cases involving advanced care of patients across the lifespan in mental health settings
Formulate differential diagnoses for patients across the lifespan in mental health settings
Formulate appropriate treatment plans that include psychopharmacology and psychotherapeutic techniques
Collaborate with multi-disciplinary teams as a social change agent to improve clinical practice in mental health settings
College of Nursing Alignment of Learner Outcomes

Click on the following link to access the College of Nursing Alignment of Learner Outcomes:

 

Document: PRAC 6665 CON Alignment of Learning Outcomes (PDF)

 

Course Materials

Please visit the University bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.

Course Text

You should already have these texts from earlier coursework:

Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.

Stern, T. A., Fava, M., Wilens, T. E., & Rosenbaum, J. F. (2016). Massachusetts General Hospital psychopharmacology and neurotherapeutics. Elsevier.
Consult all other textbooks from prerequisite prior coursework as needed.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.

Media

Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.

Primary and Secondary Sources

Review the following information prior to selecting resources for assignments.

Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.

Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past 5 years.

Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.

Course Assignments

Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and at your practicum site. See specific weeks for detailed descriptions of the Assignments. In grading some of the required Assignments, your Instructor will be using rubrics located in the Course Information area.

Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible outside and course-specific resources (i.e., video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.

This Practicum course contains several different types of Assignments:

Self-Assessment and Journal

A student self-assessment and a reflective journal occur at the beginning and end of the course as a means to consider strengths, opportunities for improvement, guiding goals, and growth.

Clinical Hour and Patient Logs

Students are required to keep a log of the time spent related to their practicum experience and enter every patient they see each day. Students can access their logs from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed and evaluated by Instructors each week to track student progress. Failure to keep clinical hour and patient logs current may hinder success in the class. Please print and keep your completed patient log at the end of your clinical experiences for future use as a component of your portfolio.

Focused SOAP Notes and Patient Case Presentations

In the Focused SOAP Note and Patient Case Presentation Assignments, students complete documentation on a patient from their practicum. They record themselves presenting an analysis of the case. Videos should be created in Kaltura, support for which may be found in the Blackboard classroom.

Grading Criteria and Total Components of a Grade

Course grades will be based on participation (postings) and completion of assignments listed below.

Letter grades will be assigned as follows:

90%–100% = A
80%–89% = B
70%–79% = C
< 70% = F

Note: Please see below the policy on Incomplete (I) grades.

Assignment
Total Points
Percentage
(Weighted)
Practicum Site Information Form
Self-Assessment
Practicum Experience Plan
Journal
310
10%
Weeks 1–10 Clinical Hour and Patient Logs (x 10)
100
10%
Focused SOAP Notes and Patient Case Presentations (x 3)
300
30%
Midterm Evaluation
Final Clinical Evaluation
200
50%
Total
910
100%
Practicum Site Information Form and Clinical Hour and Patient Logs are 10 points each. All other assessments are 100 points each.

Incomplete Grade Policy

Per university policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the Course Faculty.

Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the university-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F.

Instructor Feedback Schedule

The Instructor will log in to the course during the week to monitor the Discussion area in those weeks when a Discussion is assigned. Feedback will be provided via the My Grades area, the Discussion area, and/or the Announcements page.

You can expect your assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation is provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a learning facilitator rather than a lecturer. Please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade.

Course Procedures

You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to email the Instructor. If your emailed question is thought to be of benefit to all, it may be responded to by the Instructor via email to all or posted as an announcement.
Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit.
Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her.
Check the email account you use for official Walden University business on a regular basis. The expectation is that you are checking this email account daily during the week. If you experience difficulty sending or receiving Walden email, please contact the Student Support Team right away. Contact information for the Student Support Team is located in the Student Support area.
Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons.
Preferred Methods for Delivering Assignments

Clinical Hour and Patient Logs, as well as the Midterm and Final Clinical Evaluations, are completed in Meditrek. The link to Meditrek is provided in the classroom.
Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file.
All email correspondence must contain in the subject line “PRAC 6665-XX-NAME” (XX is the section number) followed by a brief description of the subject. This subject line convention ensures that your email will be easily identified and responded to in a timely manner. It is required that the email contain a signature that matches the official name used in the course. Assignment: PRAC 6665 SYLLABUS
Late Assignment Policy

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Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, Faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the university drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments.

Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time.

Keeping Your Coursework

You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The university is not responsible for lost or missing coursework.

Course Evaluation

At or near the end of the course, you will receive an email inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs.

Classroom Participation

In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

Assignments submitted prior to the official start date will not count toward your participation.

Financial Aid cannot be released without class participation as defined above.

Students who are taking their first class with Walden and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.

Students who have already taken and successfully completed at least one or more class(es) with Walden, and who do not participate within the first 7 days, will be dropped from that class.

If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member. Assignment: PRAC 6665 SYLLABUS

Checklist

 

The module course checklist below outlines the assignments due for the course.

For full assignment details and directions, refer to each module of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time.

To View the Calendar

 

To view the Course Calendar:

Course Calendar

 

To View a Printable Course Schedule

For full assignment details and directions, refer to each Module of the course.

Click on the PRAC 6665 Course Schedule (PDF) link to access the Course Schedule.

 

Document: PRAC 6665 Course Schedule (PDF)

Assignment: PRAC 6665 SYLLABUS

Assignment: PRAC 6665 SYLLABUS

Assignment: PRAC 6665 SYLLABUS

Assignment: PRAC 6665 SYLLABUS

Assignment: PRAC 6665 SYLLABUS

Assignment: PRAC 6665 SYLLABUS

Assignment: PRAC 6665 SYLLABUS

Assignment: PRAC 6665 SYLLABUS

Checklist

Week
Assignment
Title
Week 1
Competencies of Advanced Nursing Practice

Learning Resources
Required Readings

Assignment 1
Practicum Site Information

Assignment 2
Clinical Skills Self-Assessment

Assignment 3
Clinical Hour and Patient Logs
Week 2
Practicum Experience Plan

Learning Resources
Required Readings

Reminder
Introductory Communication

Assignment 1
Clinical Hour and Patient Logs

Assignment 2
Practicum Experience Plan (PEP)
Week 3
Focused SOAP Note and Patient Case Presentation

Learning Resources
Required Readings

Assignment 1
Clinical Hour and Patient Logs

Assignment 2
Focused SOAP Note and Patient Case Presentation
Week 4
Mood Disorders Across the Lifespan

Learning Resources
Required Readings

Assignment
Clinical Hour and Patient Logs
Week 5
Midterm Clinical Evaluation

Learning Resources
Required Readings

Assignment 1
Clinical Hour and Patient Logs

Assignment 2
Midterm Clinical Evaluation
Week 6
Eating, Sleeping, and Elimination Disorders

Learning Resources
Required Readings

Assignment
Clinical Hour and Patient Logs
Week 7
Focused SOAP Note and Patient Case Presentation

Learning Resources
Required Readings

Assignment 1
Clinical Hour and Patient Logs

Assignment 2
Focused SOAP Note and Patient Case Presentation
Week 8
Dissociative and Somatic Symptom-Related Disorders

Learning Resources
Required Readings

Assignment
Clinical Hour and Patient Logs
Week 9
Focused SOAP Note and Patient Case Presentation

Learning Resources
Required Readings

Assignment 1
Clinical Hour and Patient Logs

Assignment 2
Focused SOAP Note and Patient Case Presentation
Week 10
Disruptive, Impulse-Control, and Conduct Disorders; Final Clinical Evaluation

Learning Resources
Required Readings

Assignment 1
Clinical Hour and Patient Logs

Assignment 2
Final Clinical Evaluation
Week 11
Journal

Reminder
Retrieve Your Patient Log

Assignment
Journal Entry

Bibliography

The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography. Assignment: PRAC 6665 SYLLABUS

Shadow Health Comprehensive Assessment

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Shadow Health Comprehensive Assessment

Shadow Health Comprehensive Assessment

Shadow Health Comprehensive Assessment Tina Jones -Documentation /Electronic Health Record
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT

Shadow Health Comprehensive Assessment Tina Jones -Documentation /Electronic Health Record.

Learning outcome:

LO8:

Name:

Instructions and guidelines (Read carefully)
Instructions

Insert your name and surname in the space provided above, as well as in the file name. Save the file as: First name Surname Assignment 4 – e.g. Lilly Smith Assignment 4. NB: Please ensure that you use the name that appears in your student profile on the Online Campus.
2     Write all your answers in this document. There is an instruction that says, “Start writing here” under each question. Please type your answer there.

3     Submit your assignment in Microsoft Word only. No other file types will be accepted.

4     Do not delete the plagiarism declaration or the assignment instructions and guidelines. They must remain on your assignment when you submit. Shadow Health Comprehensive Assessment

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PLEASE NOTE: Plagiarism cases will be penalised according to the Head Tutor’s and GetSmarter’s discretion.

IMPORTANT NOTICE: Please ensure that you have checked your course calendar for the due date for this assignment.

Guidelines

1     There are eight pages and one question in this assignment.

2     Make sure that you have carefully read and fully understood the questions before answering them. Answer the questions fully but concisely and as directly as possible. Follow all specific instructions for individual questions (e. g. “list”, “in point form”).

3     Answer all questions in your own words. Do not copy any text from the notes, readings or other sources. The assignment must be your own work only.

 

Plagiarism Declaration:
1. I know that plagiarism is wrong. Plagiarism is to use another’s work and pretend that it is one’s own.

2. This assignment is my own work.

3. I have not allowed, and will not allow, anyone to copy my work with the intention of passing it off as his or her own work.

4. I acknowledge that copying someone else’s assignment (or part of it) is wrong, and declare that my assignments are my own work.
2. Mark allocation
Each question receives a mark allocation. However, you will only receive a final percentage mark and will not be given individual marks for each question. The mark allocation is there to show you the weighting and length of each question.

TOTAL                                                                                                          50

Assignment instructions
Complete Question 1 in this document. Make sure you have read Modules 3 and 4 before completing this assignment.

Note:

Make sure that you show all your workings within the assignment when calculations are required. Shadow Health Comprehensive Assessment

NRS 433 Topic Discussions

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NRS 433 Topic Discussions

Topic 1 DQ 1

PICOT is utilized by the health care community to identify and study a nursing or medical practice problem. Consequently, PICOT examples that may provide insight into the use of the PICOT process, may not be relevant to nursing practice as they are based on a medical practice problem.

Describe the difference between a nursing practice problem and a medical practice problem. Provide one example of each. Discuss why is it important to ensure your PICOT is based on a nursing practice problem.

TOPIC 1 DQ 2

Nursing research is used to study a dilemma or a problem in nursing. Examine a problem you have seen in nursing. Provide an overview of the problem and discuss why the problem should be studied. Provide rational and support for your answer. NRS 433 Topic Discussions

TOPIC 2 DQ 1

Qualitative data has been described as voluminous and sometimes overwhelming to the researcher. Discuss two strategies that would help a researcher manage and organize the data.

TOPIC 2 DQ 2

The three types of qualitative research are phenomenological, grounded theory, and ethnographic research. Compare the differences and similarities between two of the three types of qualitative studies and give an example of each.

Re: Topic 2 DQ 2
Two types of qualitative research are phenomenology and grounded theory. Grand Canyon provides the following definitions of both: 

“Phenomenology provides an approach that allows researchers to better understand a person’s lived experiences to gain a deeper understanding of significant phenomena in life. Data is usually collected through extensive interviews and conversations with study subjects. Sample sizes are generally small when this methodology is used” (Grand Canyon University, 2018). NRS 433 Topic Discussions

An example of phenomenology research could be described as a child with ADD or ADHD who repetitively has to be reminded to stay on task in school, quit talking, stay in your seat, and keeping their hands to themselves. Behaviors sometimes leading to extra attention being placed on them from teachers due to their frequent disruption in class, fellow students looking at them differently, and being portrayed as “trouble makers.” Behaviors and observations could lead to other mental health problems such as depression, anxiety, defiant obedience disorder. Interviewing a group of children with the diagnosis of ADD or ADHD, obtaining their thoughts and point of view of how they feel and perceive they are doing in school, if they are able to get along with others, and what their social interactions are.

Grounded theory is an approach that allows for researchers to consider phenomena of significance to nursing. The aim is to understand actions taken in an area by those who are involved in performing the actions”(Grand Canyon University, 2018). Using the same scenario from above, students with ADD or ADHD, interviewing students asking open-ended questions to find out why they were being disruptive in class, unable to stay in their seats, and unable to keep their hands to themselves.

“Grounded theory studies are generally focused on social processes or actions: they ask about what happens and how people interact. Grounded theory studies begin with open questions, and researchers presume that they may know little about the meanings that drive the actions of their participants”(Sbaraini, Carter, Evans, & Blinkhorn, (2011).

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Phenomenology research aims to gain an understanding of a person’s lived experiences to gain a deeper understanding of the significance, whereas grounded theory aims to understand the actions taken by those performing them. Similarly, both methods are considering others significant experience in life.

“Grounded theory and phenomenology appear to be particularly susceptible to the blurring trend observed by Morse (1989). It is not uncommon for an investigator to purport to use one or the other while in fact combining elements of each. The two approaches certainly share a number of characteristics. Both focus on the richness of human experience, seek to understand a situation from subject’s own frame of reference, and use flexible data collection procedures. Nonetheless, they are based on different intellectual assumptions and, flowing from these, have clear differences in purpose and methodological prescriptions”(Baker, Wuest, & Stern, (1992). NRS 433 Topic Discussions

Reference:

Baker, C., Wuest, J., & Stern, P. N. (1992). Method slurring: the grounded theory/phenomenology example. Journal of Advanced Nursing, 17(11), 1355–1360. doi: 10.1111/j.1365-2648.1992.tb01859.x

Grand Canyon University (Ed). (2018). Nursing research: Understanding methods for best practice.Retrieved from https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1ch.2

Sbaraini, A., Carter, S. M., Evans, R. W., & Blinkhorn, A. (2011, September 9). How to do a grounded theory study: a worked example of a study of dental practices. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3184112/

TOPIC 3 DQ 1

Provide examples of experimental and nonexperimental research design. Contrast the levels of control applied to each.

TOPIC 3 DQ 2

Describe sampling theory and provide examples to illustrate your definition. Discuss generalizability as it applies to nursing research.

Re: Topic 3 DQ 2

Sampling theory is a study of relationships existing between a population and samples drawn from the population, Also it is the hypothesis that is pertinent just too arbitrary examples. For this reason, the population or a universe might be characterized as a total of things having a typical characteristic or attributes. At the end of the day, a universe is the complete gathering of things about which information is looked for.

Sampling theory was developed to determine the most effective way to acquire a sample that accurately reflects the population under study. Key concepts of sampling theory include populations, target population, sampling or eligibility criteria, accessible population, elements, representativeness, sampling frames, and sampling plans or methods. (Burns & Groves, 2015). A sampling plan or method outlines strategies used to obtain a sample for a study. As a design, a sampling plan is not specific to a study. The plan is designed to increase representativeness and decrease systematic variation or bias. The sampling plan may use probability (random) or nonprobability (nonrandom) sampling methods. When critically appraising a study, identify the study sampling plan as either probability or nonprobability, and determine the specific method used to select a sample. NRS 433 Topic Discussions

The research design, populations, and setting are important components that help answer the research questions and inform nurses if findings will be relevant to their practice. For nurses to be consumers of research, being able to critique the theory that is being tested, determine if the design is appropriate to answer the question and decide if the sample supports generalization, adds to knowledge translation and depth of research. To help determine when the research can be applied to their practice, they need to be able to assess these components for applicability to their practice and setting. NRS 433 Topic Discussions

References

Burns, N., Grove, S. (2011). Understanding Nursing Research, 5th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/978-1-4377-0750-2/

TOPIC 3 DQ 2

Describe sampling theory and provide examples to illustrate your definition. Discuss generalizability as it applies to nursing research.

TOPIC 4 DQ 1

Compare independent variables, dependent variables, and extraneous variables. Describe two ways that researchers attempt to control extraneous variables. Support your answer with peer-reviewed articles.

TOPIC 4 DQ 2

Describe the “levels of evidence” and provide an example of the type of practice change that could result from each.

Re: Topic 4 DQ 2
“According to nurse.com there are 4 levels of evidence. Level A is the strongest and Level C is the weakest with a new level added in 2013, Level ML, multilevel, was added to identify clinical practice guidelines that contain recommendations based on more than one level of evidence”(https://www.nurse.com/evidence-based-practice). NRS 433 Topic Discussions 

Level A, the strongest of the levels, consist of evidence obtained from randomized control trials, systemic review or meta- analysis, and clinical practice guidelines.

Level A has gone through a filtering process and gathered the most accurate data from research to provide evidence-based practice. Therefore, nursing and medical practice greatly benefits from research from this level in providing the most up to date, accurate care to patients. An example would be doctors not injecting epinephrine into fingers due to research from 1950, that was later discredited stating procaine added to epinephrine was the cause of ischemia not epinephrine. “Further analysis found that the addition of procaine to the epinephrine injection was the cause of the ischemia. The procaine used in these injections included toxic acidic batches that were recalled in 1948. In addition, several cohort studies found no complications from the use of epinephrine in the fingers and hand. The results from these cohort studies increased the level of evidence. Based on the best available evidence from these studies, the hypothesis that epinephrine injection will harm fingers was rejected”(Burns, Rohrich, & Chung, (2011).

Level B consist of evidence obtained from well-designed control trials without randomization, clinical cohort study, case-controlled study, uncontrolled study, epidemiological study, and qualitative/quantitative study. Evidence from this level is still of more accurate research, but not as good as in level A. An example of this would be plastic surgery for silicone breast implants causing lymphoma, but after more research, there was not sufficient evidence to prove the fact. Providers providing care with evidence based practice from level B are using more research based practice with safer practices.

Level C, the weakest of the levels, is consisted of evidence from consensus viewpoint and expert opinion meta synthesis.

Nursing practice provided as a result of research from level C could result in biased, unsafe care. An example would be a provider giving his professional opinion that it is safe to bend and twist six weeks after lumbar surgery. Given this one provider’s opinion is not enough evidence to determine whether it is safe or not for the patient to do those things without more research.

Level ML(multilevel) was added in 2013. It consist of clinical practice guidelines, recommendations based on evidence obtained from more than one level of evidence

Reference:

Burns, P. B., Rohrich, R. J., & Chung, K. C. (2011, July). The levels of evidence and their role in evidence-based medicine. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3124652/

(n.d.). What is Evidence-Based Practice in Nursing? Retrieved from https://www.nurse.com/evidence-based-practice


TOPIC 5 DQ 1

The theoretical foundations of qualitative and quantitative methods are very different, but many researchers believe both methods should be used in the research study to increase validity and reliability. What advantages or disadvantages do you see in using both types of methods in a nursing study? Support your answer with current evidence-based literature.

TOPIC 5 DQ 2

According to the textbook, nurses in various settings are adopting a research-based (or evidence-based) practice that incorporates research findings into their decisions and interactions with clients. How do you see this being applied in your workplace? NRS 433 Topic Discussions

Aspen N510 Advanced Pathophysiology

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Aspen N510 Advanced Pathophysiology

N510 Advanced

Pathophysiology

Module 1
Assignment

Genetics is Relevant Now Certification:

Register for and complete the Genetics is Relevant Now
module athttps://research.cchmc.org/gepnlect/cgpn_loginlectora?CourseID=107.
Upload the certificate of completion to the dropbox.

Create a presentation addressing all of the following
topics:

Describe the mechanisms that confine cells and tissues to a
specific anatomic site

Discuss four types of cellular adaptations

Compare and contrast necrosis and apoptosis

This PowerPoint® (Microsoft Office) or Impress® (Open
Office) presentation should be a minimum of 20 slides (maximum of 30 slides),
including a title, introduction, conclusion and reference slide, with detailed
speaker notes and recorded audio comments for all content slides. Aspen N510 Advanced Pathophysiology

N510 Advanced
Pathophysiology

Module 2
Assignment

Write a 1500-2000 word APA formatted essay of the following
topics:

Classify and differentiate at least four types of stroke

Elaborate on the difference between primary and secondary
Parkinson’s disease

Summarize the five categories of pain. Discuss their
pathways. Explain the etiology of chronic and acute pain

Explain the pathophysiology and common clinical
manifestations of Diabetes Mellitus Type II

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N510 Advanced
Pathophysiology

Module 3
Assignment

Create a presentation addressing all of the following
topics:

Create a table differentiating the types of anemia, their
clinical presentations, causes, and diagnostic tests

What compensatory measures does the body employ in an
attempt to restore cardiac output? What are the effect of these compensatory
measures?

Discuss the difference between right-sided and left-sided
HF, their causes, clinical presentations, and diagnostic tests.

How do the clinical presentations, prognosis, and management
of acute and chronic leukemia differ?

This PowerPoint® (Microsoft Office) or Impress® (Open
Office) presentation should be a minimum of 20 slides (maximum of 30 slides),
including a title, introduction, conclusion and reference slide, with detailed
speaker notes and recorded audio comments for all content slides.

N510 Advanced
Pathophysiology

Module 4
Assignment

Write a 1500-2000 word APA formatted essay of the following
topics:

Discuss the pathophysiologic connection between asthma and
allergies

Discuss pathophysiology of lung cancer, clinical
manifestations, and diagnostic tests

What are the pathophysiologic changes in COPD and how does
it differ from asthma?

Discuss the use of oxygen therapy in patients with a
diagnosis of COPD. What are the benefits and the potential pitfalls?

Complete Case Study #13 (bacterial pneumonia) in the Bruyere
textbook

N510 Advanced
Pathophysiology

Module 5
Assignment

Create a presentation addressing all of the following
topics:

Differentiate between osteoarthritis and rheumatoid
arthritis. How does the pathophysiology of the diseases differ? How are they
similar? What are the treatments for each disease?

Explain the relationship between fluid and electrolyte
balance and chronic kidney disease

Explain the pathophysiology of the disease and discuss
common clinical manifestations for chronic renal failure

Differentiate between three types of muscle disorders

This PowerPoint® (Microsoft Office) or Impress® (Open
Office) presentation should be a minimum of 20 slides (maximum of 30 slides),
including a title, introduction, conclusion and reference slide, with detailed
speaker notes and recorded audio comments for all content slides. Aspen N510 Advanced Pathophysiology

ORDER   A PLAGIARISM-FREE PAPER   NOW

N510 Advanced
Pathophysiology

Module 6
Assignment

Write a 1500-2000 word APA formatted essay of the following
topics:

Explain the pathogenesis with common clinical presentation
of celiac’s disease

Analyze the pathophysiology Crohn’s disease and relate
genetic issues

Differentiate between hepatitis A, B, C, and viral hepatitis

Elaborate on the pathogenesis and pathophysiology of
pancreatic cancer

Complete Case Study #26 (nausea and vomiting) in the Bruyere
textbook

N510 Advanced
Pathophysiology

Module 7
Assignment

Create a presentation addressing all of the following
topics:

Categorize several (at least three) types of dementia

Analyze the pathophysiologic difference between Alzheimer’s
disease and other types of dementia

Explain the relationship between strep throat and
glomerulonephritis

Describe the pathophysiologic characteristics and management
of stress, urge, overflow, and mixed incontinence differ?

This PowerPoint® (Microsoft Office) or Impress® (Open
Office) presentation should be a minimum of 20 slides (maximum of 30 slides),
including a title, introduction, conclusion and reference slide, with detailed
speaker notes and recorded audio comments for all content slides.

N510 Advanced
Pathophysiology

Module 8
Assignment

Write a 1500-2000 word APA formatted essay of the following
topics:

Differentiate among several types of shock: cardiogenic,
hypovolemic, obstructive, distributive, and septic. Explain the pathophysiology
of each.

Discuss the risks of morbidity and mortality and the
preparation and prevention measures for one type of natural disaster

Explain how to set up for disaster closet in the emergency
department. What items should it contain? Who should have access? Should it be locked? What type of drills should be conducted?

Elaborate on the pathophysiology of burns. Differentiate between
first, second, and third degree burns.
What are the potential complications of each?

Discuss the pathogenesis and progression of ebola. What
safety concerns were addressed during the 2014 outbreak? Aspen N510 Advanced Pathophysiology

Assignment: Treatment Of Study Participant

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Assignment: Treatment Of Study Participant

Assignment:Treatment Of Study  Participant

The Willowbrook Study (Darr, 2011, pp. 114-116) is not the only research study that raised concerns about the ethical treatment of study participants. In fact, there were others many others including the Tuskegee Syphilis Study.  Please select only

Option #1. Summarize the Tuskegee Syphilis Study (in one paragraph). Why was this experiment unethical? Discuss the ethical issues that were raised as a result of the study.
Here are a few links that you may want to refer to:
http://www.tuskegee.edu/about_us/centers_of_excellence/bioethics_center/about_the_usphs_syphilis_study.aspx
http://www.cdc.gov/tuskegee/timeline.htm Assignment: Treatment Of Study Participant

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Option #2:

If you would like to examine another study instead, feel free to do so. You must reference the article or website you used. Summarize. Why was the experiment unethical? Discuss the ethical issues raised as a result of the study?
Option #3
Milgram Study, 1961
Stanford Prison Study, 1970
Jewish Chronic Disease Hospital (cancer), 1963
Assignments are to be a minimum of 2 full pages of text and 3 reputable references in proper APA format.

ELM305 Topic4 Scripting-DialoguesGCU

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ELM305 Topic4 Scripting-DialoguesGCU

ELM305 Topic4 Scripting-DialoguesGCU

 

ELM 305 Topic 4 Scripting Dialogues GCU
Scripting dialogues between teacher and student is a strategy used to intentionally teach the integration of written and spoken language. Scripted dialogues are used in a variety of contexts, and are especially helpful when students are practicing phonics, word recognition, and spelling.

Part 1: Scripting Dialogues Table

Using the “Scripting Dialogues Table” with the “Birthday Soup” excerpt, create teacher‐student dialogues specific to using single‐letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and word building‐spelling. Review the examples in your text as a guide.

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Part 2: Rationale

In a 250‐500 word rationale, summarize how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling. ELM305 Topic4 Scripting-DialoguesGCU

Explain how you will use your findings in your future professional practice.

Support your findings with 2‐3 scholarly sources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. 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. Refer to the LopesWrite Technical Support articles for assistance. ELM305 Topic4 Scripting-DialoguesGCU