DQ Client’s chronic condition/illness Assignment

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DQ Client’s chronic condition/illness Assignment

DQ Client’s chronic condition/illness

For this assignment, you are required to choose one (1) client scenario from the two options given below and address the following criteria:

Provide an overview of the chosen client’s chronic condition/illness;

Describe two (2) actual and/or potential health concerns for the client;

Identify two (2) appropriate topics for client education (one topic for each health concern). Explain how each topic addresses the actual and/or potential health concern for the client and how each topic will assist the client to self-manage their chronic condition and optimise their health;

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Describe two (2) specific, appropriate client education strategies that the Registered Nurse would use to teach the chosen education topics (one strategy for each topic). Include details of how the education will be structured and delivered (i.e. method/tool used, setting for education, participants to be involved, etc).

Justify your choice of education strategies for this particular client.

NOTE:

● Ensure you use a client /patient-centred and/or family-centred approach that optimises individual self-management and promotes active participation of the individual and family in illness management.

● You must support all sections of your essay with scholarly literature from the past 10 years. DQ Client’s chronic condition/illness Assignment

NUR-699 Week 11 Assignment Section F Implementation Plan

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NUR-699 Week 11 Assignment Section F Implementation Plan

NUR-699 Week 11 Assignment Section F Implementation Plan

In 500-750 words (not including the title page and reference page), provide a description of the methods to be used to implement the proposed solution. Include the following:

Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Although you will not be submitting the consent or approval form(s) in Topic 5 with the narrative, the consent or approval form(s) should be placed in the appendices for the final paper.
Describe the amount of time needed to complete this project. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Although you will not be submitting the timeline in Topic 5 with the narrative, the timeline should be placed in the appendices for the final paper.
Describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution. Consider the clinical tools or process changes that would need to take place. Provide a resource list. Although you will not be submitting the resource list in Topic 5 with the narrative, the resource list should be placed in the appendices for the final paper. NUR-699 Week 11 Assignment Section F Implementation Plan
Describe the methods and instruments, such as a questionnaire, scale, or test to be used for monitoring the implementation of the proposed solution. Develop the instruments. Although you will not be submitting the individual instruments in Topic 5 with the narrative, the instruments should be placed in the appendices for the final paper.

 

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Explain the process for delivering the (intervention) solution and indicate if any training will be needed.
Provide an outline of the data collection plan. Describe how data management will be maintained and by whom. Furthermore, provide an explanation of how the data analysis and interpretation process will be conducted. Develop the data collection tools that will be needed. Although you will not be submitting the data collection tools in Topic 5 with the narrative, the data collection tools should be placed in the appendices for the final paper.
Describe the strategies to deal with the management of any barriers, facilitators, and challenges.
Establish the feasibility of the implementation plan. Address the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Make sure to provide a brief rationale for each. Develop a budget plan. Although you will not be submitting the budget plan in Topic 5 with the narrative, the budget plan should be placed in the appendices for the final paper.
Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 

Upon receiving feedback from the instructor, refine “Section F: Implementation Plan” for your final submission. This will be a continuous process throughout the course for each section. NUR-699 Week 11 Assignment Section F Implementation Plan

Applying Nursing Theory Discussion 14

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Applying Nursing Theory Discussion 14

Applying Nursing Theory Discussion 14

Select one of the following scenarios related to a specific nursing. Think about what you would do in the scenario presented and post your ideas.
Post two discussion questions based on the readings along with your answers.
Read and then respond to at least two of your classmate’s postings. Applying Nursing Theory Discussion 14

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Theorist Scenario
Florence Nightengale
  1. Using Nightengale’s concepts of ventilation, light, noise, and cleanliness, analyze the setting in which you are practicing nursing (working as an employee or student).
  2. Using Nightengale’s theory, evaluate the nursing interventions you have identified for an individual patient in your facility or practice.OR
  3. Your hospital patient is an 82 year-old woman. She does not have immediate family and has been living alone in her own home. Her hospitalization was unanticipated; it followed a visit to the emergency room for a burn on her lower leg. The patient has been hospitalized for 14 days. She pleads with you to allow her friend to bring her dog, a 16-year-old Scotty Terrier, to the hospital. She tells you that none of the other nurses have listened to her when she asked them about such a visit. Based on Nightingale’s model, and 13 cannon, what actions would you take for this patient?
Betty Neuman
  1. Martina is a middle-aged Hispanic woman who brings her family to a local free clinic to obtain medical care. She works part time in a restaurant for minimum wage. She lives in a small apartment with her daughter and four preschool children; her daughter speaks only very broken English. Martina’s medical diagnoses are hypertension, arthritis, and depression.Use the Neuman System Model as a conceptual framework to respond to the following:
    1. Describe the family as a system.
    2. How does the dominant Anglo culture impact on  the family’s stability as a system?
    3. What stressors (actual and potential) threaten the family?
    4. What additional assessment data are needed related to Martina’s medical diagnoses?
    5. What additional assessment data are needed related to the family’s health status?
    6. How will cultural differences influence planning for prevention as intervention at primary, secondary, and tertiary levels? Applying Nursing Theory Discussion 14OR
  2. Using the Neuman System Model, organize a patient care conference in your workplace to deal with a patient situation that has been difficult to manage.  Involve caregivers from nursing and at least one other disicpline to discuss each of the following:
    1. What factors comprise the patient’s normal and flexible lines of defense and lines of resistance?
    2. What stressors are  causing the problems with this patitent? What is the patient’s reaction to the stressor? What is each discipline’s perspective on the problem or isssues that are involved?
    3. How is the situation influenced by the patient’s family system? By the patient’s environment?
    4. What would be the ideal coutocme in this situation from each discipline’s perspective?  From the patient’s perspective?
    5. What goals would be appropariate to neogotiate with the patient?
    6. What primary, secondary, and tertiary prevention-as-interventions would support attainment of these goals? Applying Nursing Theory Discussion 14
Imogene King
  1. Think about and write your personal definitions of environment, health, nursing, and person. (Do these sound familiar to you?). Compare your definitions with King’s definitions. How are they similar? How are they different? Are they more alike than different? If they are more alike, develop a plan to use King’s framework and theory more extensively in your paper (and practice).OR
  2. Does the philosophy of one of the agencies in which you have practiced encourage the involvement of the patients in their care? If so, does mutual goal setting occur? If not, what changes would you suggest to promote more active involvement of the patients in their own care?Analyze an interaction  you have had with a patient. Were you able to achieve a transaction as King describes it? If so, think about what you did differently with this person? If not, think about the interaction and try to identify why the transaction was not achieved?
Hildegard Peplau
  1. During the therapeutic relationship, patients may distort their perceptions of others. Therefore they may relate to the nurse not on  the basis of the nurse’s realistic attributes, but wholly or chiefly on the basis of interpersonal relationships existing in their environment. With  the patient and nurse roles you have described above, discuss how these distorted perceptions may affect the patient’s care and the nurse-patient relationship.OR
  2. Considering the nurse-patient relationship created in question #1 above, discuss the phases and the changing roles that would be considered when working with this patient. Consider experiences in which you would 0r/and would not be able to accomplish the appropriate goals for each phase of the nurse-patient relationship.
Madeleine Leininger Discuss the usefulness of the Culture Care: Diversity and Universality Theory in the  21st Century to discover nursing knowledge and to provide culturally congruent care. Take into consideration the current trends of consumers of healthcare, cultural diversity factors, and changes in medical and nursing school curricula. Listed below are some examples of trends and changes you may want to consider in your discussion: 

  1. The importance of transcultural nursing knowledge in an increasingly diverse world
  2. An increase of lay support groups to provide information and sharing of experiences and support for patients and/or families experiencing chronic, terminal, or life-threatening illnesses or treatment modalities from diverse and similar (common) cultures.
  3. Use of cultural values, beliefs, health practices, and research knowledge in undergraduate, alternative medicine, herbs, vitamins, minerals, and other over-the-counter medications, which demand a transcultural knowledge base. Applying Nursing Theory Discussion 14

Nursing DB Questions Week 9

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Nursing DB Questions Week 9

Nursing DB Questions Week 9

Just answer questions as trhoughly as possible, and concentrate on the questions and dont focus on the scenario

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L.N. is a 49-year-old white woman with a history of type 2 diabetes, obesity, hypertension, and migraine headaches. The patient was diagnosed with type 2 diabetes 9 years ago when she presented with mild polyuria and polydipsia. L.N. is 5’4″ and has always been on the large side, with her weight fluctuating between 165 and 185 lb. Initial treatment for her diabetes consisted of an oral sulfonylurea with the rapid addition of metformin. Her diabetes has been under fair control with a most recent hemoglobin A1c of 7.4%. Nursing DB Questions Week 9

 

Hypertension was diagnosed 5 years ago when blood pressure (BP) measured in the office was noted to be consistently elevated in the range of 160/90 mmHg on three occasions. L.N. was initially treated with Lisinopril, starting at 10 mg daily and increasing to 20 mg daily, yet her BP control has fluctuated. One year ago, microalbuminuria was detected on an annual urine screen, with 1,943 mg/dl of micro-albumin identified on a spot urine sample. L.N. comes into the office today for her usual follow-up visit for diabetes and HTN.

 

Subjective data reveals that she is experiencing increased exertional SOB. She expresses concern because when this happens it takes her awhile to get her breath back to normal. Denies any pain or dizziness with these episodes.

 

Physical examination reveals an obese woman with a BP of 154/86 mmHg and a pulse of 78 bpm. Otherwise exam is unremarkable.

CC: “I am more short of breath when walking up stairs than I used to be”.

 

Questions

1. What are the effects of controlling BP in people with diabetes?

2. What is the target BP for patients with diabetes and hypertension?

3. Which antihypertensive agents are recommended for patients with diabetes?

4 What testing does this woman need ordered due to her change in status both SHORTNESS OF BREATH and BLOOD PRESSURE?

5. What is the significance of microalbuminuria in this woman? How does this affect her cardiovascular risk?

Write this case study up as a clinical note including all elements of plan of care regarding issues presented in the case. Nursing DB Questions Week 9

Address Transitional Care of The Geriatric Client Paper

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Address Transitional Care of The Geriatric Client Paper

Address Transitional Care of The Geriatric Client Paper

Please respond to your peer’s posts, from an FNP perspective. To ensure that your responses are substantive, use at least two of these prompts:

  • Do you agree with your peers’ assessment?
  • Take an opposing view to a peer and present a logical argument supporting an alternate opinion.
  • Share your thoughts on how you support their opinion and explain why.
  • Present new references that support your opinions. Address Transitional Care of The Geriatric Client Paper

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Please be sure to validate your opinions and ideas with citations and references in APA format. Substantive means that you add something new to the discussion, you aren’t just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion and should be correlated to the literature.Be sure to review your APA errors in your reference list, specifically you have capitalization errors in some words of the titles.Include the DOI. Also, be sure you are italicizing titles of online sources.No more than 200 words maximum.

These are the questions my peers had to answer:

The American Geriatrics Society (2003) defines transitional care as “a set of actions designed to ensure the coordination and continuity of health care as patients transfer between different locations or different levels of care within the same location” (Cited in Boltz, et. al., 2012). It also encompasses both the sending and the receiving aspects of the transfer and is based on a comprehensive plan of care and includes logistical arrangements, education of the patient and family, and coordination among the health professionals involved in the transition” (Coleman & Boult, 2003 cited in Boltz, et. al., 2012). Finally, it involves a broad range of services and environments designed to promote the safe and timely passage of patients between levels of health care and across care settings” (Naylor & Keating, 2008 cited in Boltz, et. al., 2012). Therefore, transitional care is an essential component of managing very ill geriatric clients. You will be expected to provide this care. Address Transitional Care of The Geriatric Client Paper

  • Select five research articles that Address Transitional Care of The Geriatric Client and briefly describe at least three strategies you will use in your practice to minimize the negative effects associated with transitional care.

Latara’s Response:

Transitional care encompasses a broad range of services and environments designed to promote the safe and timely passage of patients between levels of health care and across care settings. High-quality transitional care is especially important for older adults with multiple chronic conditions and complex therapeutic regimens, as well as for their family caregivers. These patients typically receive care from many providers and move frequently within health care settings. A growing body of evidence suggests that they are particularly vulnerable to breakdowns in care and thus have the greatest need for transitional care services (Brown, & Bub, 2016). Poor “handoff” of these older adults and their family caregivers from hospital to home has been linked to adverse events, low satisfaction with care, and high re-hospitalization rates.

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Many factors contribute to gaps in care during critical transitions. Poor communication, incomplete transfer of information, inadequate education of older adults and their family caregivers, limited access to essential services, and the absence of a single point person to ensure continuity of care all contribute (Farhat, Vordenberg, Marshall, Suh, & Remington, (2019). Language and health literacy issues and cultural differences exacerbate the problem. To prevent the above it would be beneficial to ensure we engage patients (and families) as partners in planning and managing their care and that we utilize effective educational strategies, including teach-back and other methods of assessing understanding, with instructions written at the patient’s health literacy level. In the primary care setting, reconciliation of the patient’s medications immediately after discharge from a hospital and ensure a timely follow-up visit in the primary care office is helpful. Also making sure durable medical equipment, follow-up testing, and home care have been scheduled and received (Peel, Kah Wai Chan, & Hubbard, 2015). Finally, work with patients and families to mitigate preventable factors

Optimal management of care transitions includes patient and family education, coordination and arrangement of care in the post-acute care setting, and aiding communication among healthcare professionals involved in the patient’s care transition(North, 2016). Transitional care interventions have shown success in preventing recurring and avoidable readmissions of chronically ill or at-risk adults after a hospital discharge by utilizing home visits, encouraging timely visits to healthcare providers, promoting chronic-disease self-management, and encouraging more collaboration between disciplines (Gupta, Perry, & Kozar, 2019). Interventions often include well-trained healthcare providers educating patients and their families on how to identify common problems that may arise during and following transitions in care.

Brown, H. L., & Bub, L. (2016). Care transitions across the continuum: Improving geriatric competence. Geriatric Nursing, 37(1), 68–70. https://doi.org/10.1016/j.gerinurse.2015.12.005

Farhat, N. M., Vordenberg, S. E., Marshall, V. D., Suh, T. T., & Remington, T. L. (2019). Evaluation of Interdisciplinary Geriatric Transitions of Care on Readmission Rates. American Journal of Managed Care, 25(7), e219–e223. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=137681856&site=ehost-live (Links to an external site.)

Gupta, S., Perry, J. A., & Kozar, R. (2019). Transitions of Care in Geriatric Medicine. Clinics in Geriatric Medicine, 35(1), 45–52. https://doi.org/10.1016/j.cger.2018.08.005 (Links to an external site.)

North, C. (2016). Comprehensive geriatric assessment of a mental health service user with safeguarding needs. Nursing Older People, 28(5), 25–29. https://doi.org/10.7748/nop.28.5.25.s25

Peel, N. M., Kah Wai Chan, & Hubbard, R. E. (2015). Outcomes of cognitively impaired older people in Transition Care. Australasian Journal on Ageing, 34(1), 53–57. https://doi.org/10.1111/ajag.12168 . Address Transitional Care of The Geriatric Client Paper

Gerald’s Response:

Select five research articles that address transitional care of the geriatric client and briefly describe at least three strategies you will use in your practice to minimize the negative effects associated with transitional care.

Transitional of care is defined as the movement of a patient from one setting of care to another (“Agency for Healthcare Research and Quality,” 2018) This care is essential among the elderly with complex regimens and their caregivers. These settings include hospitals, ambulatory care facilities, home health agencies, and nursing homes. The main goal of this model is to ensure quality services are delivered. Quality is defined in six dimensions; safe and avoiding harm, effective and follows best practices, patient-centered, timely, equitability, and affordability (“Agency for Healthcare Research and Quality,” 2018). The vital component in the delivery of transitional care is communication among the involved health care providers. Another critical element is the handover of the patient and patient’s information. Several challenges limit the delivery of transitional care. They include poor communication, lack of integration in the plan for care, health care incompetency, and interfered information exchange (Smith et al., 2015). Therefore, there are interventions to curb these challenges.

It is always vital to involve the next of kin in the care of the patient to enhance continuity and quality care delivery. This will include organizing meetings with the next-of-kin, sharing information with him, and planning for follow-up care. Research also recognizes the role of the family in providing the patient’s needs and prevent adverse events from happening (Hirschman, Shaid, McCauley, Pauly, & Naylor, 2015). There is a need to prepare the kin psychologically and physically to avoid cases of stress due to pressure from responsibility. This involves giving them the needed information, engaging them in care planning meetings, and encouraging them to prolong participation in admission and discharge.

Addressing the patient’s characteristics will be another strategy that will help in minimizing the negative effects associated with the transitional of care. This includes preparation of the patient for all events such as delay during admission, preparing for discharge, and providing the patient with information regarding the disease (Storm, Siemsen, Laugaland, Dyrstad, & Aase, 2014). This supports their plans for life after discharge before the day arrives. Patients with immobility are less likely to be involved in the planning of care. However, patient-centered transitional care requires that the patient and the next of kin be involved in the plan of care, as well as be prepared for discharge and how to manage the condition at home.

Communication is a key determinant in the success and quality of transitional care. Activities that enhance delivery and exchange of information include delivering timely reports, written hand over information and using web-based transfer of key information (Levin, Peterson, Dolansky, & Boxer, 2014).  These activities also include standardizing routines and procedures of patient’s transition to minimize on cost and time used in delivery of information needed.

References

Agency for Healthcare Research and Quality. (2018). Six domains of healthcare quality Retrieved December 10, 2019, from https://www.ahrq.gov/talkingquality/measures/six-d…

Hirschman, K., Shaid, E., McCauley, K., Pauly, M., & Naylor, M. (2015). Continuity of care: The transitional care model. Retrieved December 10, 2019, from https://www.ncbi.nlm.nih.gov/pubmed/26882510

Levin, J., Peterson, P., Dolansky, M., & Boxer, R. (2014). Health literacy and heart failure management in patient-caregiver dyads. Retrieved December 10, 2019, from https://www.ncbi.nlm.nih.gov/pubmed/25072623

Smith, S., O’Conor, R., Curtis, L., Waite, K., Deary, I., Paasche, M., & Wolf, M. (2015). Low health literacy predicts decline in physical function among older adults: findings from the LitCog cohort study. Retrieved December 10, 2019, from https://www.ncbi.nlm.nih.gov/pubmed/25573701

Storm, M., Siemsen, I., Laugaland, K., Dyrstad, D., & Aase, K. (2014). Quality in transitional care of the elderly: Key challenges and relevant improvement measures. Retrieved December 10, 2019, from https://www.ncbi.nlm.nih.gov/pubmed/24868196

Agency for Healthcare Research and Quality. (2018). Transition of care. Retrieved December 10, 2019, from   https://www.ahrq.gov/research/findings/nhqrdr/char…

Address Transitional Care of The Geriatric Client Paper

NRS 428 VN Concepts in Community and Public Health

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NRS 428 VN Concepts in Community and Public Health

In a community environment, community health nursing, also called public health nursing or community nursing, blends primary health care and nursing practice. Community health (CH) nurses provide families or populations with health services, preventive care, intervention, and health education. Public health nursing is the practice of promoting and protecting the health of communities using nursing, social, and public health knowledge, according to the American Public Health Association (2013) NRS 428 VN Concepts in Community and Public Health.

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As part of community assessment, it is important to assess history, culture, economics, spiritual, beliefs and values. Such separate and interdependent relationships establish a context in which community members feel belonging. Evaluation and examination of social experiences, shared interests, goals, and various other attributes helps determine health status and health needs.

 

American Public Health Association. (2013). The definition and practice of public health nursing. Retrieved from https://www.apha.org/~/media/files/pdf/membergroups/phn/nursingdefinition.ashx

Topic 1: Community/Public Health Nursing

Objectives:

  1. Examine the role of the community/public health nurse.
  2. Evaluate the role of community stakeholders as client and community partners.
  3. Discuss the aspects of health promotion in nursing care of populations.
  4. Explain the importance of community resources to planning an intervention. NRS 428 VN Concepts in Community and Public Health

 

Topic 1 DQ 1

  

Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.

Topic 1 DQ 2

  

Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention. Describe how the nursing process is utilized to assist in identifying health issues (local or global in nature) and in creating an appropriate intervention, including screenings and referrals, for the community or population.

 

Topic 2: Epidemiology and Communicable Diseases

Topic 2 DQ 1

  

What are social determinants of health?  Explain how social determinants of health contribute to the development of disease.  Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.

Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.

Topic 2 DQ 2

  

Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.

Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.

 

NRS 428 VN Topic 1 DQ 1

Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.

Community health nursing is a discipline that incorporates evidenced-based research along with advances in science and new approaches for improving the health The practice takes into consideration the cultural and socioeconomic backgrounds of the people in the community to ensure appropriate interaction and sensitivity when working with them. NRS 428 VN Concepts in Community and Public Health

A community is a group of people in a specific location, which includes places where people live, work and go to school. Most people belong to multiple types of communities. Community health nursing is commonly practiced in geographic locations like cities and rural areas.

The primary role of community health nurses is to provide treatment to patients. Additionally, community health nurses offer education to community members about maintaining their health so that they can decrease the occurrence of diseases and deaths. They plan educational assemblies, hand -out fliers, conduct health screenings, dispense medications and administer immunizations.

 

Nurses also may distribute health-related items like condoms and pregnancy tests. Examples of some health issues that community health nurses try to control or eliminate are:

 

Infectious and sexually transmitted diseases

Obesity

Poor nutrition

Substance abuse

Smoking

Teen pregnancy

NRS 428 VN Concepts in Community and Public Health

 

The nurse’s role in community health | NSU online. (2017, September 20). Northeastern State University. https://nursingonline.nsuok.edu/articles/rnbsn/nurses-role-in-community-health.aspx

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Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.

Communicable Disease Selection

  1. Chickenpox
  2. Tuberculosis
  3. Influenza
  4. Mononucleosis
  5. Hepatitis B
  6. HIV
  7. Ebola
  8. Measles
  9. Polio
  10. Influenza

Epidemiology Paper Requirements

  1. Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
  2. Describe the social determinants of health and explain how those factors contribute to the development of this disease.
  3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
  4. Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community. NRS 428 VN Concepts in Community and Public Health
  5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
  6. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example. NRS 428 VN Concepts in Community and Public Health

A minimum of three peer-reviewed or professional references is required.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. NRS 428 VN Concepts in Community and Public Health

 

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

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

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community. NRS 428 VN Concepts in Community and Public Health

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Audio presentation
  4. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church community
  8. Adult/Child care center
  9. NRS 428 VN Concepts in Community and Public Health

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

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

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

You are not required to submit this assignment to LopesWrite. NRS 428 VN Concepts in Community and Public Health

Health Conditions and Implications for Women Discussion

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Health Conditions and Implications for Women Discussion

Health Conditions and Implications for Women Discussion

Some health issues, including heart disease, depression, and autoimmune disease, present more frequently in women than in men. Others, including ovarian cancer and pregnancy issues, are obviously exclusive to the female population. Nurse practitioners focused on women’s healthcare become well-versed in these health issues and apply their expertise to helping to screen for and offer care for patients with these conditions.

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Photo Credit: rocketclips – stock.adobe.com

For this Discussion, you will select a specific women’s health issue. You will research this issue, and share common symptoms, recommended diagnostic tests, and common treatments.

To prepare:

  • Review the Learning Resources for this week and consider the different types of women’s health issues.
  • Choose a women’s health issue from the following list and once you have selected an issue, search the Walden Library and/or the Internet regarding the health issue symptoms, diagnostic tests, and common treatments:
    • Osteoporosis
    • Bladder Issues
    • Pre-diabetes
    • Thyroid
    • Hypertension
    • Seizure Disorders
    • Psychiatric Disorders

Based on the issue you chose, post a description of the issue you chose and your explanation of common symptoms, recommended diagnostic tests, and common treatments. Be specific and provide examples. Use the evidence from your search of the literature to support your explanation of the woman’s health issue you chose.

To prepare:

  • Review the Learning Resources for this week and consider the different types of women’s health issues.
  • Choose a women’s health issue from the following list and once you have selected an issue, search the Walden Library and/or the Internet regarding the health issue symptoms, diagnostic tests, and common treatments:
    • Osteoporosis
    • Bladder Issues
    • Pre-diabetes
    • Thyroid
    • Hypertension
    • Seizure Disorders
    • Psychiatric Disorders

Based on the issue you chose, post a description of the issue you chose and your explanation of common symptoms, recommended diagnostic tests, and common treatments. Be specific and provide examples. Use the evidence from your search of the literature to support your explanation of the woman’s health issue you chose. Health Conditions and Implications for Women Discussion

NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

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NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

PART TWO

Assessment 4 Instructions: Health Promotion Plan Presentation

  • PRINT
  • CREATE A 6 page or 20 min oral presentation of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions? NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

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Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention. NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to an individual or group within a community.
    • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years). NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation
    • Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
References

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

Instructions

Complete the following:

  • Prepare a 6 page or 20 min presentation that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be a transcript of the voice-over
  • Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
  • Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

PRESENTATION FORMAT AND LENGTH – NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

SUPPORTING EVIDENCE

Support your plan with at least 4 professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources. NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

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GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Present your health promotion plan to your hypothetical audience.
    • Tailor the presentation to the needs of your hypothetical audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

Part TWO scoring guide- MUST INCLUDE:

 

  1. Presents a professional, evidence-based, and engaging presentation. The plan is based on specific, identified health needs and goals, and is well supported. The audio and speaker notes of the details of the educational session were clear and appropriate for the hypothetical audience.

 

  1. Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Clearly explains the need for revisions to future educational sessions.

 

  1. Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives. NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

NURS 6521N Week 9: Women’s and Men’s Health

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NURS 6521N Week 9: Women’s and Men’s Health

Week 9: Women’s and Men’s Health/Infections and Hematologic Systems, Part I

As an advanced practice nurse, you will likely encounter many disorders associated with women’s and men’s health, such as hormone deficiencies, cancers, and other functional and structural abnormalities. Disorders such as these not only result in physiological consequences but also psychological consequences, such as embarrassment, guilt, or profound disappointment for patients. For these reasons, the provider-patient relationship must be carefully managed. During evaluations, patients must feel comfortable answering questions so that you, as a key health-care provider, will be able to diagnose and recommend appropriate treatment options. Advanced practice nurses must be able to educate patients on these disorders and help relieve associated stigmas and concerns. NURS 6521N Week 9: Women’s and Men’s Health

This week, you examine women’s and men’s health concerns as well as the types of drugs used to treat disorders that affect women’s and men’s health. You also explore how to treat aspects of these disorders on other health systems.

Learning Objectives

Students will:

  • Evaluate patients for treatment of complex health issues
  • Evaluate patients for treatment of infections
  • Evaluate patients for treatment of hematologic disorders
  • Analyze patient education strategies for the management and treatment of complex comorbidities

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Learning Resources – NURS 6521N Week 9: Women’s and Men’s Health

Required Readings (click to expand/reduce) 

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advacned practice providers. St. Louis, MO: Elsevier.

  • Chapter 44, “Anticoagulant and Antiplatelet Drugs” (pp. 451–472)
  • Chapter 45, “Drugs for Deficiency Anemias” (pp. 473–483)
  • Chapter 48, “Estrogens and Progestins: Basic Pharmacology and Noncontraceptive Applications” (pp. 521–533)
  • Chapter 49, “Birth Control” (pp. 535–547)
  • Chapter 50, “Androgens” (pp. 549–556)
  • Chapter 51, “Drugs for Erectile Dysfunction and Benign Prostatic Hyperplasia” (pp. 557–569)
  • Chapter 68, “Basic Principles of Antimicrobial Therapy” (pp. 769–781)
  • Chapter 69, “Drugs That Weaken the Bacterial Cell Wall I: Penicillins” (pp. 783–790)
  • Chapter 73, “Sulfonamides and Trimethoprim” (pp. 619–826)
  • Chapter 74, “Drug Therapy of Urinary Tract Infections” (pp. 827–831)
  • Chapter 75, “Antimycobacterial Agents” (pp. 833–847)
  • Chapter 76, “Miscellaneous Antibacterial Drugs” (pp. 849–853)
  • Chapter 77, “Antifungal Agents” (pp. 855–866)
  • Chapter 78, “Antiviral Agents I: Drugs for Non-HIV Viral Infections” (pp. 867–886)
  • Chapter 80, “Drug Therapy of Sexually Transmitted Diseases” (pp. 905–911)

Lunenfeld, B., Mskhalaya, G., Zitzmann, M., Arver, S., Kalinchenko, S., Tishova, Y., & Morgentaler, A. (2015). Recommendations on the diagnosis, treatment and monitoring of hypogonadism in men. Aging Male, 18(1), 5–15. NURS 6521N Week 9: Women’s and Men’s Health doi:10.3109/13685538.2015.1004049

This article presents recommendations on the diagnosis, treatment, and monitoring of hypogonadism in men. Reflect on the concepts presented and consider how this might impact your role as an advanced practice nurse in treating men’s health disorders.

Montaner, J. S. G., Lima, V. D., Harrigan, P. R., Lourenço, L., Yip, B., Nosyk, B., … Kendall, P. (2014). Expansion of HAART coverage is associated with sustained decreases in HIV/AIDS morbidity, mortality and HIV transmission: The “HIV Treatment as Prevention” experience in a Canadian setting. PLoS ONE, 9(2), e87872. Retrieved from https://doi.org/10.1371/journal.pone.0087872

 

This study examines HAART therapy and its sustainability and profound population-level decrease in morbidity, mortality, and HIV transmission.

Roberts, H., & Hickey, M. (2016). Managing the menopause: An update. Maturitas, 86(2016), 53–58. .https://doi.org/10.1016/j.maturitas.2016.01.007

This article provides an update on treatments on Vasomotor symptoms (VMS), genito-urinary syndrome of menopause (GSM), sleep disturbance, sexual dysfunction, and mood disturbance that are common during the menopause transition.

Agency for Healthcare Research and Quality. (2014). Guide to clinical preventive services, 2014: Section 2. Recommendations for adults. Retrieved from http://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/section2.html

 

This website lists various preventive services available for men and women and provides information about available screenings, tests, preventive medication, and counseling.

Required Media (click to expand/reduce) 

Laureate Education (Producer). (2019h). Pathopharmacology: Pharmacology and immunological disorders: Improvements in medications and drug administration [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 8 minutes.
Nurse Manager, Bette Nunn discusses how technology has improved the practice of administering drugs and created new and improved drug therapies. The importance of using technology as well as a patient’s knowledge of their own drug history is also discussed. NURS 6521N Week 9: Women’s and Men’s Health

Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant who also presents with hypertension, diabetes, and has a recent tuberculosis infection. How might the underlying pathophysiology of these conditions affect the pharmacotherapeutics you might recommend to help address your patient’s health needs? What education strategies might you recommend for ensuring positive patient health outcomes?

For this Discussion, you will be assigned a patient case study and will consider how to address the patient’s current drug therapy plans. You will then suggest recommendations on how to revise these drug therapy plans to ensure effective, safe, and quality patient care for positive patient health outcomes. NURS 6521N Week 9: Women’s and Men’s Health

Photo Credit: Getty Images

To Prepare
  • Review the Resources for this module and reflect on the different health needs and body systems presented.
  • Your Instructor will assign you a complex case study to focus on for this Discussion.
  • Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected. NURS 6521N Week 9: Women’s and Men’s Health
By Day 3 of Week 9

Post a brief description of your patient’s health needs from the patient case study you assigned. Be specific. Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why. Be sure to justify your response. Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs. Be specific and provide examples.

You will respond to your colleagues’ posts in Week 10.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Sample Discussion Approach

Brief Description of Patient Health Needs

Based on the scenario the case study is wants to describe a 46-year-old female that weighs about 230lb. This patient has a history of high blood pressure and has a family history of breast cancer. Further in the scenario it can be noted that this patient is having symptoms of premenopausal symptoms and also, she is obese and is up to date with her gynecological visit.

One drawback is that 5 years ago she had a visit compared to a year when she completed another visit so several years have elapsed since she did her visit.

 The specific health need for this patient is pointing to a weight loss regime where she can control her blood pressure and prevent other preexisting conditions, for example, renal failure and diabetes mellitus secondly, she needs regular review with her primary physician so she can be monitored with her blood pressure, and the medication that she currently takes. She has been compliant with her mammogram and that is encouraging the fact that she has a family history of breast cancer. She also needs to be placed on hormone replacement therapy because of the hot flashes she has been experiencing, this therapy could help her existing symptoms. The other important health need for this patient is to introduce her on a strict diet that contains all the food groups, where she can start losing weight. Weight gain can cause diabetes and other illnesses. NURS 6521N Week 9: Women’s and Men’s Health

Treatment Recommendations

The treatment recommendation for this client is based on her presenting symptoms and her potential for developing other disease processes. Bactrim is an antibiotic that is useful for her because of her urinary symptoms which looks like she has a urinary tract infection. The reason for this choice of antibiotic is because it is soluble in water and does not allow crystalline in the urine meaning it does not harm the kidneys and it is also bacteriostatic which allows the suppress the growth of the bacteria.

It is also a derivative from folate which helps to form the cell DNA and RNA. The pharmacokinetic is that Absorption is well absorbed by the body

Distribution: The tissues and blood has a good distribution of this drug and the benefits on the body

Excretion: Metabolizes by the kidneys do not crystalize the urine and have little or no effect on the kidneys

Metabolizes: The liver metabolizes this medication and its excretion does not cause major adverse side effects

Her blood pressure is high so I will recommend metoprolol because this drug is a beta-blocker and in premenopausal women and postmenopausal cardiovascular diseases are at high risks and weight gain. On the other hand she also has other preexisting condition, for example, she is obese which could to diabetes and heart attack (Burnett et al., 1998)

She also needs a repeat to appear because of the finding five years ago with the ASUS. This an abnormal tissue found outside the lining of the cervix. She will also be placed on Hormone Replacement Therapy and vitamins which will help her with the premenopausal symptoms (U.S/ Department of Health & Human Services, 20). I will also do some lab work on her to check her BMP, CBC, and I will also do a 24-hour urine collection on her to determine how her kidneys are working. NURS 6521N Week 9: Women’s and Men’s Health

Patient Education Strategy

A lot of women have reached the age of menopause and are between the age of 45 to 55 some workers and those who have chronic illnesses experience will have symptoms earlier. It is very imperative that education is implemented as early as possible to ensure she takes care of herself in the best way possible. Once young women enter their productive years they eventually experience symptoms of menopause for example, they would have difficulty sleeping, aches, and pains even feeling hot and feel cold. Teaching her in groups with other women will help to encourage her to learn more about the disease process. (Perry, 2019).

The patient education strategy I will recommend for this patient is to ensure that she understands the disease process determine, what she knows then I would teach her about the medications how they work in the body and the importance of taking them. Introduce her to join groups on topics of pre-menopause symptoms and how it affects the body.

I would give her pamphlets on hypertension the risk of hypertension. Other  medications for which she’s taking I would also, encourage her to read by giving her pamphlets. She will have telemedicine and the internet where she can develop her own knowledge about the disease she visits at the clinic to ensure that she is really educated about her disease process also I would educate her on weight loss because we lost help to prevent certain disease conditions for example diabetes and hypertension

 I would also encourage her to purchase a scale and she can check her weight daily also I would encourage her to eat small portions until get involved in exercise if she does not have the money to go to the gym she can walk or she can do a simple exercise in her home I would also encourage her to make sure she takes her medication until it’s finished do not skip her medication and if she experiences in a side effect she’s to contact the nearest doctor also I would educate her on the different types of food if you don’t have the money to buy expensive food she can buy simple foods when she goes to the supermarket to really food labels and to see the salt content that in the food. I will teach her how to do carb count to encourage her to weight loss.

References

Perry, M. (2019). Menopausal Symptoms and hormone therapy. Journal of Community Nursing, 33(3), 61-66

Burnette, MM, Meilahn., E. Wing., RR, & Kuller., LH. (1998). Smoking Cessation Weight Gain and Changes in Cardiovascular risk factors during Menopause: The Healthy Woman Study. American Journal of Public Health, 88(1),93-96 .https://doi.org.ezp,waldenulibrary.org/10.2105/AJPH.88.1.93

U.S. Department of Health and Human Services, 2020 National Cancer Institute, 2020. NURS 6521N Week 9: Women’s and Men’s Health

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

Post by Day 3 of Week 9 and Respond by Day 6 of Week 10

To Participate in this Discussion:

Week 9 Discussion

Rubric Detail – NURS 6521N Week 9: Women’s and Men’s Health

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6521_Week9_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately. NURS 6521N Week 9: Women’s and Men’s Health

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources. NURS 6521N Week 9: Women’s and Men’s Health

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3
First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues. .

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues. .

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty. NURS 6521N Week 9: Women’s and Men’s Health

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues. .

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed. .

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth. NURS 6521N Week 9: Women’s and Men’s Health

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days
Total Points: 100
Name: NURS_6521_Week9_Discussion_Rubric

Reasons for Choosing the MSN Specialization Discussion

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Reasons for Choosing the MSN Specialization Discussion

Reasons for Choosing the MSN Specialization Discussion

At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work. Reasons for Choosing the MSN Specialization Discussion

 

Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have thought a great deal about your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success.

Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialties. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component–a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–5.

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To Prepare:

  • Review the scope and standards of practice or competencies related to your chosen specialty in the resources for this module.
  • Review the MSN specializations offered at Walden by viewing the module resource, Walden University. (n.d.). Master of Science in Nursing (MSN).
  • Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this Assignment. Reasons for Choosing the MSN Specialization Discussion
  • Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion.

The Assignment:
Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.

  • With the resources specific to the MSN specialization and the, Walden University. (n.d.). Master of Science in Nursing (MSN), shared in this module, write a paragraph or make a Nursing Specialty Comparison table, comparing at least two nursing specialties that include your selected specialization and second-preferred specialization.
  • Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this Module’s Discussion forum.
  • Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.

Note: Your final version of the Academic Success and Professional Development Plan should include all components as presented the Academic Success and Professional Development Plan template.

RUBRIC.

 

Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan: 

· Write a paragraph or make a Nursing Specialty Comparison table comparing at least two nursing specialties, including your selected specialization and second-preferred specialization.

· Write a 2-3 paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this week’s Discussion Forum.

· Identify the professional organization related to the specialization you have chosen to focus on for this Assignment and explain how you can become an active member of this organization.
77 (77%) – 85 (85%)
A fully completed and detailed paragraph or comparison matrix table is provided that accurately and fully describes the selected and second-preferred specialization. 

A clear and accurately justified statement describes in detail the reasons for choosing the MSN specialization with sufficient evidence of incorporating feedback from colleagues in this week’s Discussion Forum.

The response clearly identifies and accurately describes in detail the professional organization related to the specialization selected. The response clearly and accurately describes in detail how to become an active member of this organization. Reasons for Choosing the MSN Specialization Discussion
68 (68%) – 76 (76%)
A partially completed paragraph or comparison matrix table is provided that partially describes the selected and second-preferred specialization. 

A partially justified statement describes the reasons for choosing the MSN specialization with some evidence of incorporating feedback from colleagues in this week’s Discussion Forum.

The response partially describes the professional organization related to the specialization selected. The response partially describes how to become an active member of this organization.
59 (59%) – 67 (67%)
A vague or inaccurately completed paragraph or comparison matrix table is provided describing the selected and second-preferred specialization. 

A vague or inaccurately justified statement describes the reasons for choosing the MSN specialization with vague evidence of incorporating feedback from colleagues in this week’s Discussion Forum.

The response vaguely or inaccurately describes the professional organization related to the specialization selected. The response vaguely or inaccurately describes how to become an active member of this organization.
0 (0%) – 58 (58%)
A vague and inaccurately completed paragraph or comparison matrix table is provided describing the selected and second-preferred specialization or is missing. 

A vague and inaccurately justified statement describes the reasons for choosing the MSN specialization with vague and inaccurate evidence of incorporating feedback from colleagues in this week’s Discussion Forum, or is missing.

The response vaguely and inaccurately describes the professional organization related to the specialization selected. The response vaguely and inaccurately describes how to become an active member of this organization, or 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.
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.
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.
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.
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
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
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, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors. Reasons for Choosing the MSN Specialization Discussion
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.