ESMT 317 GCU Turn the Ship Around Flexibility and Adaptability Essay

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ESMT 317 GCU Turn the Ship Around Flexibility and Adaptability Essay

Description

 

 

Assessment Trait Requires Lopeswrite

Assessment Description

The purpose of this assignment is to evaluate the application of various leadership models and approaches, specifically the path-goal theory and the situational approach to leadership, in extreme circumstances.

Review the Turn the Ship Around! (A) case. As a leader, you will be faced with responding immediately to solve issues. The Turn the Ship Around! (A) case is an example of leadership under extreme circumstances. Reflect on this example to shape how you might apply the goal-path theory and the situational leadership approach in an everyday, real-world situation.

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Discuss how the leaders demonstrate flexibility and adaptability.

Describe how the leaders apply aspects of the path-goal theory to this situation.

Discuss the leader’s ability to communicate effectively with all of the stakeholders involved and how communication could have been improved.

Explain how well the leaders follow the situational approach to leadership.

Describe how this case might shape how you apply the goal-path theory and the situational approach in a real-world situation.

 

UOC health Management Affordable Care Act Case Study

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UOC health Management Affordable Care Act Case Study

Description

You are the new administrator of the Miami Medical Group, a 50 physician multi-specialty group practice. You have 10 years of industry experience and an MHA from University of the Cumberland’s. The physicians in the group have always been very conservative in dealing with the group’s finances. In the past, the group has never kept extra money in the bank but has distributed it to the doctors. As the group has grown over the past few years, younger physicians have decided to make changes and update their business practices. The younger physicians now control the Board of Directors. You have asked by the board chairman to design a cash management program that will benefit the practice but keep the older doctors pacified. UOC health Management Affordable Care Act Case Study

The Miami Medical Group occupies a 15,000 square foot building, which houses the majority of the physicians and all of the ancillary services. The group also operates 3 5,000 square foot practices geographically dispersed throughout the city’s various ethnic communities. The group generates $20,000,000 per year in revenue with 70% operating expenses.

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Issues

As you begin to design the cash management system, you realize the scope of the assignment is much greater. Cash management only looks at immediate needs, while looming changes on the forefront will dictate the need for a more sophisticated planning process that accounts for the sustainability and viability of the organization for the future.

Many factors complicate the financial planning process, including:

The Affordable Care Act will be fully implemented in 2014.

The reimbursement model is changing from fee for service. UOC health Management Affordable Care Act Case Study

Federal, state, and local regulation and scrutiny of healthcare organizations is increasing.

  • Regulators are looking at income distribution within medical groups.
  • Assignment
  • This assignment includes these components: outline, presentation, and a memo:
  • Prepare an outline of your cash management plan for presentation to the board.

Prepare a 4-5 PowerPoint slides summarizing your plan to use at the board meeting.

Prepare a 2-page memo explaining all of the critical issues facing the group on the financial landscape, and explain how the doctors will ultimately benefit from the plan. You must read 4 – 6 peer-reviewed journal articles, and use the information from them to support your outline, presentation, and memo. Your goal is to demonstrate to the doctors your plan is sound and meets the anticipated changes facing them.

The memo format requirements are as follows:

  • Do not exceed 2 pages
  • Use a 12-point font
  • Use full-block format—single space within paragraphs, and double space between them

Use standard memo format (To, From, Date, Subject [no “Dear . . . .” salutation or “Sincerely” close—those conventions are for letters, not memo)

Use APA format to credit your sources—parenthetical references within the memo and the corresponding reference list at the end of the memo

  • Credit your sources for the presentation as well
  • Assignment is due Day 7 of Week 4. UOC health Management Affordable Care Act Case Study

 

Oregon Health Insurance Health Policy Paper

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Oregon Health Insurance Health Policy Paper

Description

Go to the Harvard Kennedy School and purchase the case study – Expanding Health Insurance to Millions: Learning from the Oregon Health Insurance Experiment ($3.95): https://case.hks.harvard.edu/expanding-health-insu…

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Write a memo to the governor providing policy advice on their next steps based on your critical analysis of the information provided in the case as well as your knowledge of the health care system. Your memo should provide your position on the issue – after the experiment, should the State of Oregon expand their health insurance program? Your analysis should be supported by one or more policy analysis criteria – ethical, economical, feasibility etc. Identify at least 2 challenges or issues raised by the experiment and provide policy solutions to address them in support of the policy to expand health insurance coverage OR use these challenges to support your position against the policy to expand health insurance coverage in Oregon. You may need to do some research on your own to find evidence to support your position (Peer reviewed research literature and other resources). Please see grading rubric for assignment on Canvas. Remember this assignment is considered the examination for this course.  Oregon Health Insurance Health Policy Paper

Module 06 Written Assignment – Care of a Patient with Prenatal Complications

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Write a 2-3 page APA formatted paper (not including cover sheet or reference page) utilizing a minimum of three resources based on the case scenario below. You may opt to do a power point presentation or Prezi with a minimum of 10 – 15 slides (not including cover sheet or reference slide) instead of the written paper.Scenario: A gravida two, para-one 34 year old woman comes into the office for pre-natal care. She is 28 weeks pregnant. Her blood pressure is 160/90 with a weight of 220 lbs and a height of 5’1. Her previous blood pressure at her visit 4 weeks ago was 122/ 78. Her previous weight was 210 lbs. She reports a history of gestational diabetes. Her fasting glucose is 108 with an A1C of 6.0.What focused assessments would you expect the practical nurse to perform? What important data would need to be communicated to her health care team?

Week 5 discussion comment advance practice

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Comment using your own words but please provide at least one reference for each comment.Do a half page for discussion #1 and another half page for discussion #2 for a total of one page.Provide the comment for each discussion separate.

Module 10 Course Project – Staff Development PowerPoint Due

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Your staff development PPT presentation will include the information from your written paper in 10-12 slides (including a title and reference slide in APA format). Make sure to include speaker notes at the bottom of your slide to explain the content of your slide.

Describe the effect of extremely low birth weight babies

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Describe the effect of extremely low birth weight babies on the family and community. Consider short-term and long-term impacts, socioeconomic implications, the need for ongoing care, and comorbidities associated with prematurity.Explain how disparities relative to ethnic and cultural groups may contribute to low birth weight babies.Identify one support service within your community to assist with preterm infants and their families and explain how the service adequately addresses the needs of the community, or a population in your community. Provide the link to the resource in your post.Consider the following patient scenario:A mother comes in with 9-month-old girl. The infant is 68.5cm in length (25th percentile per CDC growth chart), weighs 6.75kg (5th percentile per CDC growth chart), and has a head circumference of 43cm (25th percentile per CDC growth chart).Describe the developmental markers a nurse should assess for a 9-month-old female infant. Discuss the recommendations you would give the mother. Explain why these recommendations are based on evidence-based practice.

Genomic and Regenerative Medicine Discussion Paper

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Genomic and Regenerative Medicine Discussion Paper

7029BMS Lab Schedule 

Analysis of the effects of THP-1 derived exosomes on HepG2 cells

 

Exosomes are microscale extracellular vesicles that are present in most somatic fluids including blood and urine, as well as the media of cell cultures. These-lipid-bearing microvesicles range in size from 30 to 200 nm. They often contain key biomolecules like proteins and nucleic acids (both DNA and RNA) derived from their cell of origin. Recent studies support that exosomes are involved with intercellular communication, including between macrophages and cancer cells. E.g. https://pubs.rsc.org/en/content/articlelanding/2020/ra/c9ra07332a#!divAbstract

and

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7290460/

and

https://www.cell.com/molecular-cell/fulltext/S1097-2765(10)00451-X?_returnURL=https%3A%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii%2FS109727651000451X%3Fshowall%3Dtrue#secd5383008e932

Exosomes therefore likely have important roles in health and various diseases.

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Below is a set of procedures that have been put together to investigate if exosome-mediated communication between macrophages and liver cancer cells can induce changes in cell phenotypes/behaviour. In general, the instructions will be less detailed than those you followed in 7027BMS, as you are expected to take charge of your own preparation for lab sessions. You will need to read the required information before each session as well as seek additional information (and watch online videos if needed) to ensure you understand what you need to do before coming into the lab. The 7029BMS labs are designed to provide you with an experience similar to that you would encounter in a research lab, where you are expected to be independent and able to plan experiments yourself, often by adapting published procedures to your needs.

 

 

 

Session 1

 

Purification of exosomes

(based on the protocol develop by https://www.tandfonline.com/doi/full/10.3402/jev.v3.23430)

 

Work in a group of 3

  1. Collect a flask of THP-1 cells – this a non-adherent cell line that produces exosomes. These cells were cultured in a 5 ml culture flask in normal media (RPMI 1640 + 2 mM Glutamine + 10% Foetal Bovine Serum) before being treated with 0.5 nM phorbol myristate acetate (PMA) for 3 h and then placed by back in normal media for a further 24 h.
  2. Mix the cells and culture media in the flask gently and transfer to a clean centrifuge tube, spin the tube (with a suitable balance) for 5 minutes at 2000rpm to pellet the cells from the supernatant.
  3. Gently pour off the supernatant to a new tube and dispose of the cell pellet in the appropriate discard container. Place your tube with the supernatant on ice.
  4. Take the provided 10 ml of sepharose solution (sepharose CL-2B washed with PBS-citrate 0.32% (w/v) pH 7.4, 0.22 µm filtered) and gently swirl to resuspend. Gently pour the solution steadily into the provided syringe (capped at the end using parafilm) and allow to settle. NOTE – step 4 may have been done for you.
  5. As described in the publication above, load 1.5 ml of your supernatant onto the column, and elute with PBS-citrate 0.32% (w/v) immediately collecting fractions of a suitable amount (see paper link above to find this information) in eppendorf tubes. Make sure all tubes are labelled with fraction number. Keep the fractions on ice.
  6. Add around 5 ml more PBS-citrate 0.32% (w/v) to the column to wash it and let the flow through drip into a waste beaker. You can move to the next step while this drips through. Once the dripping has stopped, cap the end and add more PBS-citrate 0.32% (w/v) to prevent the column from drying out.
  7. Pick 3 fractions you think will contain exosomes (according to the paper above).
  8. Each member of the group will then pick and work with one of the 3 fractions from now on. Make sure your fraction tube is labelled with your name and fraction number.
  9. Transfer 0.25 ml of your fraction to another Eppendorf tube. This will be used for RNA extraction. Make sure this tube is also labelled with your name and fraction number and RNA.
  10. Give your 2 tubes to the academic who will store them at -80ºC until required.

 

 

 

 

 

Session 2

Each student within the group from session 1 should process one of the fraction samples

 

PKH67 staining of THP-1 derived exosomes

  1. You will have a tube on your desk containing 1.5 µl of the dye PKH67. Add 0.2 ml of DILUENT C to this tube and mix the tube gently.
  2. Add 200 µl of the PKH67/DILUENT C mix to 200 µl of the fraction supernatant you identified that you think will contain exosomes and gently mix continually for 30 seconds using a 1 ml pipette (and blue tip). Incubate your tube at room temperature for 5 minutes.
  3. Quench by adding 0.4 ml 1% BSA in PBS. Incubate your tube at room temperature for 5 minutes.

 

Incubation of HepG2 cells with THP-1 exosomes for flow cytometry analysis

  1. Using the Cat 2 cabinets, add 0.4 ml of your labelled fraction to a flask of HepG2 cells. Control flasks where nothing is added will be analysed alongside your test samples on (i.e. you do not need to pick up a control flask). Clearly label your flask.
  2. Incubated at 37ºC until a later session where they will be analysed by flow cytometry

 

Incubation of HepG2 cells with THP-1 exosomes for scratch wound healing assay

  1. Using the Cat 2 cabinets, add the remaining 0.4 ml of your labelled fraction to a well within a 6-well plate of HepG2 cells. A 2nd well will act as a control. Clearly label the wells. The other 4 wells will be used by other students (i.e. there will be 3 students per 6-well plate).
  2. Using a sterile 100 µl pipette tip (usually yellow), scratch a straight line down the middle of each well. Make sure to use a different pipette tip for each sample.
  3. Have a look at your plate under the microscope and take an image of each scratch (Time 0 timepoint). An academic will be at the microscope to show you how to do this.
  4. The plates will then be incubated 37ºC and images will be taken for you over the next 48hr.

 

 

 

 

 

Session 3

 

You will use the TaqMan MicroRNA Assay to assess the levels of miR-150 in your chosen exosome sample. Read information from below links:

TaqMan Small RNA Assays Quick Reference Card:

http://tools.thermofisher.com/content/sfs/manuals/cms_083619.pdf

 

Further information:

https://www.thermofisher.com/document-connect/document-connect.html?url=https%3A%2F%2Fassets.thermofisher.com%2FTFS-Assets%2FLSG%2Fbrochures%2Fcms_078025.pdf&title=QXJ0aWNsZXMgJmFtcDsgV2hpdGUgUGFwZXJzOiBEZXNpZ24gUGlwZWxpbmUgZm9yIFRhcU1hbiZyZWc7IFNtYWxsIFJOQSBBc3NheXMgKFRlY2hOb3RlcyBhcnRpY2xlKQ==

 

General guide:

https://assets.thermofisher.com/TFS-Assets/LSG/manuals/4364031_TaqSmallRNA_UG.pdf

 

TaqMan™ MicroRNA Reverse Transcription Kit:

https://www.thermofisher.com/order/catalog/product/4366596#/4366596

 

TaqMan® Universal PCR Master Mix II, no UNG:

https://www.thermofisher.com/order/catalog/product/4440043#/4440043

 

TaqMan™ MicroRNA Assay:

https://www.thermofisher.com/order/catalog/product/4427975#/4427975

 

miR-150 specific RT primer and PCR probe and 2 primers:

https://www.thermofisher.com/order/genome-database/details/microrna/000473?CID=&ICID=&subtype=

 

U6 specific RT primer and PCR probe and 2 primers:

https://www.thermofisher.com/order/genome-database/details/microrna/001093?CID=&ICID=&subtype=

 

ThermoFisher Real-Time PCR (qPCR) Learning Center:

https://www.thermofisher.com/uk/en/home/life-science/pcr/real-time-pcr/real-time-pcr-learning-center.html

 

RNA extraction

  1. Add 0.5 ml of TRIzol reagent to the 0.25ml of fraction you put aside for RNA extraction in week 1.
  2. Incubate sample for 5 minutes at room temperature. Add 0.2 mL of chloroform per 1 mL of TRIzol used. Cap tube securely and shake vigorously by hand for 15 seconds.
  3. Incubate sample for 3 minutes at room temperature. Centrifuge sample at 13,000 RPM for 15 minutes at room temperature. Remember to have the centrifuge balanced (possibly with other peoples sample(s)). The sample will separate into a pale green, organic phase, an interphase, and a colourless upper aqueous phase.
  4. Transfer very carefully to another tube the phase that contains the RNA (you must find this information yourself if you are unsure which layer contains the RNA). Precipitate the RNA by mixing with cold isopropyl alcohol. Use 0.5 mL of isopropyl alcohol per 1 mL of TRIzol used. Incubate samples for 10 minutes at room temperature then centrifuge at 13,000 RPM for 10 minutes. Remember to have the centrifuge balanced.
  5. Remove the supernatant and wash the pellet once with 75% ethanol, adding 1 mL of ethanol per 1 mL of TRIzol used. Vortex samples and centrifuge at 13,000 RPM for 5 minutes. Remember to have the centrifuge balanced.
  6. Remove all ethanol, air-dry for 5 minutes, and then dissolve in 20 µl PCR water or DEPC-treated water by pipetting the solution up and down. Incubate for 10 minutes at 60°C if necessary.
  7. Quantify your RNA using the nanodrop and record your values (you will need to know the concentration when preparing your reverse transcription reactions)
  8. Ensure your tube is labelled with you name, fraction number and RNA.
  9. Keep samples on ice.

 

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Reverse Transcription (RT)

  1. You will be given 15 μl of the master mix. Before the session, read the RT instructions from the TaqMan Small RNA Assays Quick Reference Card to ensure you understand the contents of the master mix that has been prepared for you.
  2. Add 7 μl of the master mix to 2 PCR tubes (smaller than eppendorfs).
  3. Follow the rest of the TaqMan Small RNA Assays Quick Reference Card protocol from step 3 (note- you are preparing single-stranded RNA, so follow d.). In terms of which RT primer to add to each tube: 2 tubes should be split as follows: Tube 1- RNA prep + miR-150 RT Primer; Tube 2- RNA prep + U6 snRNA RT Primer. Before the session, you will need to use your Nanodrop data to determine how much you have to dilute your RNA prep by (using DEPC-treated water) to have 1-10 ng total RNA in the reaction.
  4. Place your clearly labelled PCR tubes (smaller than Eppendorf tubes) in the ice bucket next to the thermal cycler.
  5. The thermal cycle will perform a run using the following conditions (will take about an hour):
  • Mode: Standard
  • Reaction volume: 15 µL
  • Thermal cycling conditions:

Step Time Temperature

Hold 30 minutes 16°C

Hold 30 minutes 42°C

Hold 5 minutes 85°C

Hold ∞ 4°C

Session 4

 

Flow cytometry analysis of HepG2 cells

  1. Using the Cat 2 cabinet, remove media from the plate and add to 15 ml falcon tube.
  2. Add 3 ml PBS to plate to wash cells, remove PBS and add to the media in the 15 ml falcon tube.
  3. Add 0.5 ml trypsin to plate and put to 37°C for 5 minutes
  4. Add 3 ml PBS, mix using the pipette and add cells/PBS to the 15 ml falcon tube
  5. Spin 1,000 RPM for 5 minutes, pour off supernatant, add 5 ml PBS and re-suspend cell pellet, then spin again 1,000 RPM for 5 minutes
  6. Pour off supernatant, add 5 ml PBS and re-suspend cell pellet, then spin again 1,000 RPM for 5 minutes
  7. Resuspend after your final spin in 1 ml PBS and place sample in a labelled Eppendorf tube.
  8. Take your sample to the BD Accuri flow cytometer and run your samples using count and FITC as your experimental axis, run 10 000 cells through for each run.
  9. Control samples (no exosomes added) will similarly be analysed.
  10. Save your data to a memory stick.

 

 

 

Quantitative PCR (qPCR) amplification of RT reaction samples

Before the session, read the Quantitative PCR (qPCR) amplification instructions from the TaqMan Small RNA Assays Quick Reference Card to see how to prepare required 4 tubes containing the reagents below:

  • TaqMan® Universal PCR Master Mix II, no UNG
  • Nuclease-free Water
  • TaqMan Small RNA Assay (20X) (1 probe and 2 primers for miR-150 OR 1 probe and 2 primers for U6 snRNA)
  • Product from RT reaction (one of the 4 tubes)

 

4 tubes will be set up for you containing 18.67 μl of a master mix containing all of the reagents except your product from the RT reaction:

  • Tube 1 miR-150 RT reaction with miR-150 Taqman Small RNA Assay – duplicate 1
  • Tube 2 miR-150 RT reaction with miR-150 Taqman Small RNA Assay – duplicate 2
  • Tube 3 U6 snRNA RT reaction with U6 snRNA Taqman Small RNA Assay – duplicate 1
  • Tube 4 U6 snRNA RT reaction with U6 snRNA Taqman Small RNA Assay – duplicate 2

 

  1. Follow the published instructions to add the correct RT reaction to each tube in the correct amount.
  2. Take the samples to an academic who will add them to a qPCR plate. Note- no template controls (i.e. water added instead of RT reaction) will also be run on the plate for both the miR-150 Taqman Small RNA Assay and U6 snRNA Taqman Small RNA Assay reactions.
  3. The qPCR will then be run as instructed in the “Set up and run the real–time PCR instrument” section of the general guide.
  4. Results will be uploaded onto Aula.

Research Template

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Check for Plagiarism. Here is the articles and the questions.InstructionsThe focus of this week’s assignment is identifying research components. You will be responsible for reviewing two articles (listed below) and completing the following tasks for each one:Summarize each article utilizing the Week 2 research template.Identify and describe the problem, purpose, and hypothesis or research questions of each study.Analyze and discuss the significance of the research to nursing practice.Identify two details to support the research as qualitative or quantitative.NOTE: If a component is absent, student receives a zero for that component.Cite all sources in APA format.Submission DetailsName your document SU_NSG3029_W2_Project_LastName_FirstInitial.doc.Submit your template to the Submissions Area by the due date assigned.Article AssignmentsStudents with the last name beginning with A-LBortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor card. Journal of Nursing Scholarship, 47(1), 25-33. doi: 10.1111/jnu.12107Dinkel, S., & Schmidt, K. (2015). Health education needs of incarcerated women. Journal of Nursing Scholarship, 46(4), 229-234. doi: 10.1111/jnu.12079

FNU the Provision of Health Care Legalities Question

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FNU the Provision of Health Care Legalities Question

Course Reflection

Guidelines

Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4636 course.

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

  • The students will be able to recognize the different level of prevention and apply them in the community (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
  • This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient. FNU the Provision of Health Care Legalities Question
  • The students will be able to educate the communities about the different ways to prevent illness and promote health (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).
  • The student will understand the different tools available to put in place and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).

Points

This assignment is worth a total of 100 points (10%).

Due Date

Submit your completed assignment under the Assignment tab by Monday at 11:59 p.m. EST of Week 8 as directed.

Requirements

  1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
  2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
  3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
  4. APA format is required with both a title page and reference page. Use the required components according to APA 7th Edition formatting. FNU the Provision of Health Care Legalities Question

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Preparing Your Reflection

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4636 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to (choose 4):

  1. “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.
  2. Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.
  3. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.
  4. Examine legislative and regulatory processes relevant to the provision of health care.
  5. Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.
  6. Explore the impact of socio­cultural, economic, legal, and political factors influencing healthcare delivery and practice.
  7. Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.
  8. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.
  9. Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.
  10. Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.
  11. Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy.
  12. Advocate for consumers and the nursing profession.
  13. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations. FNU the Provision of Health Care Legalities Question
  14. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.
  15. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.
  16. Use behavioral change techniques to promote health and manage illness.
  17. Use evidence­ based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.
  18. Use information and communication technologies in preventive care.
  19. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.
  20. Assess the health, healthcare, and emergency preparedness needs of a defined population.
  21. Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.
  22. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.
  23. Participate in clinical prevention and population ­focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.
  24. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.
  25. Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25). FNU the Provision of Health Care Legalities Question

Reference:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

Directions and Grading Criteria

Category Points % Description
(Introduction – see note under requirement #4 above) 8 8 Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.
You Decide Reflection 80 80 Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:

(a)   “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.

(b)   Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.

(c)   Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.

(d)   Examine legislative and regulatory processes relevant to the provision of health care.

(e)   Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.

(f)    Explore the impact of socio­cultural, economic, legal, and political factors influencing healthcare delivery and practice.

(g)   Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.

(h)   Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.

(i)    Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.

(j)    Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.

(k)   Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy. FNU the Provision of Health Care Legalities Question

(l)    Advocate for consumers and the nursing profession.

(m)  Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.

(n)   Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.

(o)   Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.

(p)   Use behavioral change techniques to promote health and manage illness.

(q)   Use evidence­ based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.

(r)    Use information and communication technologies in preventive care.

(s)   Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.

(t)    Assess the health, healthcare, and emergency preparedness needs of a defined population.

(u)   Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.

(v)   Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.

(w)  Participate in clinical prevention and population ­focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.

(x)   Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.

(y)   Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25).
Conclusion 4 4 An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice.
Clarity of writing 6 6 Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others.
APA format 2 2 All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:

1.   Document setup

2.   Title and reference pages

3.   Citations in the text and references.
Total: 100 100 A quality essay will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria Meets Criteria Partially Meets Criteria Does Not Meet Criteria
(Introduction – see note under requirement #4 above)

 

 

 

 

 

(8 pts)

 Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to scholarship for evidence-based practice. Rationale is well presented, and purpose fully developed. FNU the Provision of Health Care Legalities Question

 

7 – 8 points

 Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

 

 

 

 

5 – 6 points

 Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

 

 

0 – 4 points
You Decide Reflection

 

 

 

 

 

 

 

 

 

 

(80 pts)

 Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.

 

 

 

70 – 80 points

 Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.

 

 

 

59 – 69 points

 Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.

 

0 – 58 points
Conclusion

 

 

 

 

 

 

(4 pts)

 Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.

 

3 – 4 points

 Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

 

2 points

 Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

 

0 – 1 point
Clarity of writing

 

 

 

 

 

 

 

 

(6 pts)

 Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning.

 

5 – 6 points

 Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.

 

 

3 – 4 points

 Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.

 

0 – 2 points
APA format

 

 

 

 

(2 pts)

 APA format correct with no more than 1-2 minor errors. FNU the Provision of Health Care Legalities Question

 

 

2 points

 3-5 errors in APA format and/or 1-2 citations are missing.

 

 

1 point

 APA formatting contains multiple errors and/or several citations are missing.

 

0 points
Total Points Possible =  100  points