BU220 Herzing Week 2 HIPAA Education Assignment

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BU220 Herzing Week 2 HIPAA Education Assignment

BU220 Herzing Week 2 HIPAA Education Assignment

Instructions:

As a health care professional, you may be placed in a position where you will be asked to disclose patient information to law enforcement or a government agency. As a manager, you must also educate your staff to handle these situations with professionalism and confidence.

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Create an infographic using www.Piktochart.com, or a similar program.

  • Your audience is employees within your department.
  • Your goal is to educate your staff to understand what is allowable, and what is not when requests for patient information are made by law enforcement or government agency officials.
  • Your infographic should represent the flow of an interaction between an employee and an official, including text and graphic representations of your key points.
  • Save your completed infographic as either a .jpg or .png, and ensure all text is readable.
  • A minimum of three references should be listed at the bottom of your completed document.
  • Submit the infographic as a .jpg file.

Estimated time to complete: 3 hours

Rubric

HC310 Unit 2 Assignment 2 – HIPAA Education

HC310 Unit 2 Assignment 2 – HIPAA Education 
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeContent
20.0 ptsLevel 5 

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

 18.0 ptsLevel 4 

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

 16.0 ptsLevel 3 

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

 14.0 ptsLevel 2 

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

 12.0 ptsLevel 1 

Demonstrates the ability to explain contextual factors but does not provide a defined statement.

 0.0 ptsLevel 0 

There is no evidence of a defined statement.
20.0 pts
This criterion is linked to a Learning OutcomeAnalysis
20.0 ptsLevel 5 

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

 18.0 ptsLevel 4 

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.

 16.0 ptsLevel 3 

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

 14.0 ptsLevel 2 

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

 12.0 ptsLevel 1 

Describes evidence, but it is not organized and/or is unrelated to focus.

 0.0 ptsLevel 0 

Lists evidence, but it is not organized and/or is unrelated to focus.
20.0 pts
This criterion is linked to a Learning OutcomeWriting
5.0 ptsLevel 5 

The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

 4.5 ptsLevel 4 

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.

 4.0 ptsLevel 3 

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

 3.5 ptsLevel 2 

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

 3.0 ptsLevel 1 

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

 0.0 ptsLevel 0 

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty in discerning the meaning.
5.0 pts
This criterion is linked to a Learning OutcomeAPA
5.0 ptsLevel 5 

The required APA elements are all included with correct formatting, including in-text citations and references.

 4.5 ptsLevel 4 

The required APA elements are all included with minor formatting errors, including in-text citations and references.

 4.0 ptsLevel 3 

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

 3.5 ptsLevel 2 

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.

 3.0 ptsLevel 1 

Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.

 0.0 ptsLevel 0 

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

Herzing University Nursing Grand Rounds Case study

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Herzing University Nursing Grand Rounds Case study

Herzing University Nursing Grand Rounds Case study

The staff development nurse is creating a series of nursing grand rounds (NGR) and reviewing an article on this topic. The goal is to make the NGR as accessible as possible because the leadership team wants maximal participation. This facility is one of four inner-city hospitals that make up a health system.

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1. The study reviewed notes that “most nurses prefer online recordings for NGR.” When the nurse implements the NGR via online recordings, a great number of nurses do not access the online recordings. How might this be explained because it is different than what the research reported?

2. The study noted that researchers did not plan to generate findings that would be generalizable. What does this mean?

3. To find out about the limitations of the research and the generalizability of the outcomes, where should the nurse search in the article?

A 63-year-old Roseville woman has sued Mercy Medical Center in Redding alleging that during a hospital stay last year a nurse brutally slammed a suction tube down her throat after telling her she was a “bad little girl” who needed to be punished. Herzing University Nursing Grand Rounds Case study

 

Suzanne Aveihle, who suffers from chronic pancreatitis, alleges that in April 2009 she was taken to Mercy’s emergency room after falling ill during a trip visiting friends in Lassen County.

 

She was sedated because she was having trouble breathing, and she was placed in the hospital’s critical care unit, her husband, Bob Rinehart, said.

 

She woke up restrained.

 

 

Rinehart, 53, said that was understandable given that groggy patients often try to pull out their IV lines or oxygen tubes attached to their bodies.

 

But he alleges that when his wife reached up to scratch her nose, a nurse, identified in court documents as Rose Smith, said something to her that terrified her, Rinehart said.

 

“She said, ‘You’ve been a bad little girl. You shouldn’t do that. We punish bad little girls who do that,’” Rinehart said.

 

Smith then violently slammed a suction tube down his wife’s throat, Rinehart said.

 

“She was coughing up blood,” Rinehart said.

Smith returned another time during Aveihle’s hospital stay, saying again that Aveihle was a bad little girl who needed to be punished for trying to touch her face, Rinehart said.

 

His wife was initially so traumatized by the experience that she didn’t want to talk about it, but later confided in her husband, who reported the incident to hospital officials, he said.

 

At least one other nurse and a hospital administrator later told the family that other patients had complained about Smith’s behavior, but they’d addressed the problem, Rinehart said.

 

The family filed a lawsuit late last year in San Francisco Superior Court.

 

 

The lawsuit names Mercy and its San Francisco-based parent organization Catholic Healthcare West.

 

In a one-paragraph e-mailed statement, Mercy medical spokesman Michael Burke declined to comment on the lawsuit or answer questions about Smith’s alleged behavior. He wouldn’t confirm whether Smith is still a Mercy employee.

 

“Complaints or problems regarding employees or physicians are taken very seriously by the hospital, investigated completely and disciplinary actions are taken depending upon the severity of the issue as appropriate,” Burke said in his statement. Herzing University Nursing Grand Rounds Case study

 

When reached by phone at her Red Bluff home, Smith said she no longer worked at Mercy, but she politely referred inquiries to her Sacramento attorney, Donna Low.

 

Low didn’t return a voice-mail message left late Monday afternoon at her office.

 

Low, a former nurse, specializes in medical law, according to her website.

 

 

Smith is listed as a licensed nurse in good standing on the California Board of Registered Nursing’s website.

Rinehart said his wife has been severely depressed since the hospital and she wakes, terrified, in the middle of the night after having nightmares about people sticking tubes down her throat.

 

“She can’t even watch these medical shows on TV any more,” he said. “She breaks into tears when she sees someone with a tube in their throat.” Herzing University Nursing Grand Rounds Case study

HC 405 W7 Performance Improvement Plan Paper

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HC 405 W7 Performance Improvement Plan Paper

HC 405 W7 Performance Improvement Plan Paper

Unit 7 Assignment 2 – Performance Improvement Plan

Submit Assignment

  • Due Sunday by 11:59pm
  • Points 35
  • Submitting a text entry box, a website url, a media recording, or a file upload

 

Performance Improvement programs and effective project management require an understanding of the four phases of the project life-cycle: initiation, planning, execution/implementation, and closure. It is important to have each phase of the project mapped on a timeline and to be sure the project team has the appropriate members with the right skills to ensure a successful program. Using a case study from the text, students will demonstrate their ability to review and evaluate a performance improvement program by arranging the information provided into a timeline and devising a team with the appropriate skills and knowledge to work the plan. HC 405 W7 Performance Improvement Plan Paper

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Instructions

  • Read Chapter 18 in the text, and focus your assignment on the Case Study on pages 461-462.
  • Answer the following questions based on the case study:
    • Draft a timeline showing the major phases of the project cycle (see Figure 18.1) and the key tasks for each phase.
    • Develop a team of up to seven representatives from different departments to serve on a multidisciplinary project team. Construct a list of the types of individuals you would want to serve on this project team. HC 405 W7 Performance Improvement Plan Paper
    • What departmental areas of the healthcare organization should be represented on the team?
    • What specific skills, knowledge, and expertise should team members possess?
  • Your submission should include your timeline (use the Gantt chart in Figure 18.3 as a guide), as well as a minimum of 2 additional pages that answers questions 2, 3 and 4.
  • Please prepare the paper in APA style, including cover and reference pages, with an introduction and conclusion.
  • Your references should include the textbook and at least two other outside resources.

a.

Rubric

Unit 7 Assignment 2 – Performance Improvement Plan

Unit 7 Assignment 2 – Performance Improvement Plan 
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeContent
15.0 ptsLevel 5 

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

 13.5 ptsLevel 4 

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

 12.0 ptsLevel 3 

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

 10.5 ptsLevel 2 

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

 9.0 ptsLevel 1 

Demonstrates the ability to explain contextual factors but does not provide a defined statement.

 0.0 ptsLevel 0 

There is no evidence of a defined statement.
15.0 pts
This criterion is linked to a Learning OutcomeAnalysisPRICE-P
15.0 ptsLevel 5 

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

 13.5 ptsLevel 4 

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus. HC 405 W7 Performance Improvement Plan Paper

 12.0 ptsLevel 3 

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

 10.5 ptsLevel 2 

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

 9.0 ptsLevel 1 

Describes evidence, but it is not organized and/or is unrelated to focus.

 0.0 ptsLevel 0 

Lists evidence, but it is not organized and/or is unrelated to focus.
15.0 pts
This criterion is linked to a Learning OutcomeWriting
3.0 ptsLevel 5 

The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

 2.0 ptsLevel 4 

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.

 1.0 ptsLevel 3 

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

 0.0 ptsLevel 0 

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty in discerning the meaning.

 0.0 ptsLevel 1 

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

 0.0 ptsLevel 2 

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.
3.0 pts
This criterion is linked to a Learning OutcomeAPAPRICE-I
2.0 ptsLevel 5 

The required APA elements are all included with correct formatting, including in-text citations and references.

 1.0 ptsLevel 4 

The required APA elements are all included with minor formatting errors, including in-text citations and references.

 0.0 ptsLevel 0 

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

 0.0 ptsLevel 1 

Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.

 0.0 ptsLevel 2 

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references. HC 405 W7 Performance Improvement Plan Paper

 0.0 ptsLevel 3 

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

NRNP – 6665 Week 8: Neurodevelopmental Disorders

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NRNP – 6665 Week 8: Neurodevelopmental Disorders

NRNP – 6665 Week 8: Neurodevelopmental Disorders

NRNP – 6665 Week 8: Neurodevelopmental Disorders

I can’t believe I am sitting here talking to this lady. Mom thinks I am nuts just because I will not do what she asks. She doesn’t care about me. She only cares about my little brother and that man that keeps coming around. I don’t care about her. That is why I throw things and won’t do what she asks. I don’t care about anyone. Those kids at school who used to be my friends don’t know anything. I am so much smarter than they are. NRNP – 6665 Week 8: Neurodevelopmental Disorders

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—Jacob, age 11

There are many mental disorders that occur early in the life course. The DSM-5 describes neurodevelopmental disorders such as intellectual disability and delay, autism spectrum disorder, language and speech disorders, ADHD and specific learning disorder (e.g., dyslexia, difficulty mastering mathematical reasoning). Diagnosis of these various conditions can rarely be made in a single office visit and often requires a comprehensive approach involving multiple stakeholders, including the child, his or her parents, teachers, other significant figures in the child’s life, and medical and mental health professionals, such as psychologists who can conduct comprehensive neuropsychological testing.

The PMHNP must coordinate and integrate several sources of information to arrive at an accurate diagnosis of these disorders. Early and accurate diagnosis is essential to developing an effective treatment plan, which will have the potential to minimize the impact of these disorders on the child’s developmental trajectory. When one considers appropriate diagnosis from this perspective, the importance of diagnostic accuracy becomes quite apparent.

This week, you begin exploring disorders that occur early in the life course and use this knowledge to create a study guide for a neurodevelopmental disorder.

Learning Objectives

Students will:

  • Analyze signs and symptoms of neurodevelopmental disorders
  • Analyze the pathophysiology of neurodevelopmental disorders
  • Analyze diagnosis and treatment methods for neurodevelopmental disorders
  • Summarize legal, ethical, and patient education factors related to neurodevelopmental disorders. NRNP – 6665 Week 8: Neurodevelopmental Disorders

Learning Resources

Required Readings (click to expand/reduce)

 

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing.

 

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

  • Chapter 51, “Autism Spectrum Disorder”
  • Chapter 55, “ADHD and Hyperkinetic Disorder”

Utah State University. (n.d.). Creating study guides. https://www.usu.edu/academic-support/test/creating_study_guides

Walden University. (2020). Success strategies: Self-paced interactive tutorials. https://academicguides.waldenu.edu/academic-skills-center/skills/tutorials/success-strategies

 

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

  • Chapter 13, “Child/Adolescent Neurodevelopmental Disorders”

Required Media (click to expand/reduce)

 

Dillon, K. (2019, March 23). DSM-5 neurodevelopmental disorders. [Video]. YouTube. https://www.youtube.com/watch?v=Ydr9s_UwACo

The National Center for Learning Disabilities. (2013, February 20). What is ADHD? [Video]. YouTube. https://youtu.be/0Wz7LdLFJVM

Osmosis. (2017, October 17). Autism – causes, symptoms, diagnosis, treatment, pathology [Video]. YouTube. https://youtu.be/x2hWVgZ8J4A

 

Medication Review

Irritability in autism Attention-deficit/hyperactivity disorder
aripiprazole
risperidone		 amphetamine IR, XR, and ER
dextroamphetamine
atomoxetineclonidine hydrocholoride ER
Dexmethylphenidate IR and XR
guanfacine hydrocholride ER
lisdexamfetamine
methylphenidate
methylphenidate hydrocholoride IR and ER, transdermal

Assignment: Study Guide Forum

Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.

For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.

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Photo Credit: Getty Images/iStockphoto

To Prepare

  • Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5.
  • Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder. NRNP – 6665 Week 8: Neurodevelopmental Disorders

The Assignment

Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5 but also supported by at least three other scholarly resources.

Areas of importance you should address, but are not limited to, are:

  • Signs and symptoms according to the DSM-5
  • Differential diagnoses
  • Incidence
  • Development and course
  • Prognosis
  • Considerations related to culture, gender, age
  • Pharmacological treatments, including any side effects
  • Nonpharmacological treatments
  • Diagnostics and labs
  • Comorbidities
  • Legal and ethical considerations
  • Pertinent patient education considerations

By Day 7 of Week 8

Submit your Assignment to the forum as an attachment. Although no responses are required, collegial discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned neurodevelopmental disorders for study. NRNP – 6665 Week 8: Neurodevelopmental Disorders

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Assignment Rubric

 

Post by Day 7 of Week 8

To Participate in this Assignment:

Week 8 Assignment

NURS 5050 PA001 Agenda Comparison Assessment

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NURS 5050 PA001 Agenda Comparison Assessment

NURS 5050 PA001 Agenda Comparison Assessment

PA001: Assessment Instructions

Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you earn a score of 80% or better on all of the related sub-competency quizzes and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.

Overview

For this Performance Task Assessment, you will select a healthcare issue that was addressed by the agendas of the last three U.S. presidencies and compare the agendas using the comparison grid template. You will also develop talking points or a fact sheet that you could use to communicate the importance of this healthcare issue to a policymaker/legislator or a member of the individual’s staff for inclusion of this healthcare issue on an agenda. NURS 5050 PA001 Agenda Comparison Assessment

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Professional Skills: Written Communication and Critical Thinking and Problem Solving are assessed in this Competency.

Your response to this Assessment should:

  • Reflect the criteria provided in the Rubric.
  • Adhere to the required assignment length.

This Assessment requires submission of two (2) files, a completed Agenda Comparison Grid Template and a completed Talking Points or Fact Sheet. Save these files as PA001_template_firstinitial_lastname (for example, PA001_template_J_Smith) and PA001_talking points_firstinitial_lastname (for example, PA001_talking points_J_Smith).

When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Instructions

Access the following to complete this Assessment:

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. NURS 5050 PA001 Agenda Comparison Assessment

Rubric

Click each of the items below to review the requirements of this assessment.

Parts 1 and 2: Agenda Comparison Grid and Analysis

Based on the current and past two U.S. presidential terms, address the following in a 2-3-page comparison grid:

  • Describe the administrative agency’s focus related to this healthcare issue.
  • Identify the allocation of financial and other resources by the administrative agency to address this healthcare issue.
  • Describe how the administrative agency supported the Administration’s approach to this healthcare issue.
  • Which administrative agency was most likely responsible for helping address the chosen healthcare issue? How were they helpful? NURS 5050 PA001 Agenda Comparison Assessment
  • How did the healthcare issue get on the agenda, and how does it stay there?

Part 3: Talking Points or Fact Sheet

Based on your comparison grid for the healthcare issue you selected, develop a 1-page Talking Points or Fact Sheet that you could use to communicate with a policymaker/legislator or a member of the individual’s staff for this healthcare issue.

  • Summarize why this healthcare issue is important and should be included in the agenda for legislation.
  • Justify the role of the nurse in agenda setting for healthcare issues.
  • A minimum of 3 resources should be utilized and cited appropriately.

Rubric – NURS 5050 PA001 Agenda Comparison Assessment

PA001: Agenda Setting: Analyze federal agendas to promote healthcare issues within policymaking systems and processes.

Assessment Rubric

Rubric Criteria 0 

Not Present

 1 

Needs Improvement

 2 

Meets Expectations
Module 1: Administrative Agencies
Based on the current and past two U.S. presidential terms, address the following in a comparison grid: 

 

·       Describe the President’s/ administrative agency’s focus related to this healthcare issue.

 Description of the President’s/administrative agency’s focus related to a healthcare issue is missing. Description of the President’s/administrative agency’s focus related to a healthcare issue is vague or inaccurate. The response clearly and accurately describes in detail the President’s/administrative agency’s focus related to a healthcare issue.
Learning Objective 1.1 – Describe the President’s/administrative 

agency focus related to healthcare issues
·       Identify the allocation of financial and other resources by the administrative agency to address this healthcare issue. Identification of the allocation of financial and other resources by the administrative agency to address the healthcare issue is missing. Identification of the allocation of financial and other resources by the administrative agency to address the healthcare issue is vague or inaccurate. The response clearly and accurately identifies the allocation of financial and other resources by the administrative agency to address the healthcare issue.
Learning Objective 1.2 – Identify allocation of resources by

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Rubric Criteria 0 

Not Present

 1 

Needs Improvement

 2 

Meets Expectations
administrative agencies to 

address healthcare issues
·       Describe how the administrative agency supported the Administration’s approach to this healthcare issue. 

 

Learning Objective 1.3 – Analyze how administrative agencies support presidential administration approaches for healthcare issues

 Description of how the administrative agency supported the presidential administration’s approach to the healthcare issue is missing. Description of how the administrative agency supported the presidential administration’s approach to the healthcare issue is vague or inaccurate. The response clearly an accurately describes in detail how the administrative agency supported the presidential administration’s approach to the healthcare issue.
·       Which administrative agency was most likely responsible for helping address the chosen healthcare issue? How were they helpful? 

 

 

Learning Objective 1.4 – Analyze how administrative agencies were helpful in addressing

healthcare issues

 Description of how the administrative agency was helpful in addressing the healthcare issue is missing. Description of how the administrative agency was helpful in addressing the healthcare issue is vague or inaccurate. The response clearly and accurately describes in detail how the administrative agency was helpful in addressing the healthcare issue.
Module 2: Setting Policy Agendas
·  How did the healthcare issue get on the agenda and how 

does it stay there?

 Explanation of how the healthcare issue gets on the agenda and remains there is Explanation of how the healthcare issue gets on the Response clearly and accurately explains how the

  

Rubric Criteria 0 

Not Present

 1 

Needs Improvement

 2 

Meets Expectations
  

Learning Objective 2.1 – Explain how healthcare issues are set and remain on policy agendas

 vague and inaccurate or is missing. NURS 5050 PA001 Agenda Comparison Assessment agenda and remains there is vague or inaccurate. NURS 5050 PA001 Agenda Comparison Assessment healthcare issue gets on the agenda and remains there.
Module 3: Promoting Agenda Setting for Healthcare Issues
Based on your comparison grid for the healthcare issue you selected, develop a 1-page Talking Points or Fact Sheet that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. 

 

·  Summarize why this healthcare issue is important and should be included in the agenda for legislation.

 

Learning Objective 3.1 – Create Talking Points and Fact Sheets to communicate with policymakers/legislators or staff members about healthcare

issues

 Talking Points or Fact Sheet is inaccurate and incomplete, or is missing. 

 

Summary of why the healthcare issue is important and should be included in the agenda for legislation is inaccurate or incomplete, or is missing.

 Talking Points or Fact Sheet is partially accurate or incomplete. 

 

The summary of why this healthcare issue is important and should be included in the agenda for legislation is inaccurate or incomplete.

 Talking Points or Fact Sheet is accurate and thorough. 

 

 

The response accurately and thoroughly summarizes why this healthcare issue is important and should be included in the agenda for legislation.
·     Justify the role of the nurse in agenda setting for healthcare issues. NURS 5050 PA001 Agenda Comparison Assessment Justification and description of the role of the nurse in 

agenda setting for healthcare

 Justification and description of the role of the nurse in 

agenda setting for healthcare

 The response accurately and thoroughly justifies and 

describes in detail the role of

 

Rubric Criteria 0 

Not Present

 1 

Needs Improvement

 2 

Meets Expectations
Learning Objective 3.2 – Justify 

the role of the nurse in agenda setting for healthcare issues

 issues is inaccurate and incomplete, or is missing. issues is inaccurate or incomplete. the nurse in agenda setting for healthcare issues.

   

Mastery Rubric No Yes
Exceeds Expectations: Agenda Setting
Learning Objective – Analyze federal agendas to promote healthcare issues within policymaking systems and processes. A comprehensive comparison of the current and past two presidential terms in addressing healthcare issues on political agendas is not provided. Responses do not demonstrate a synthesis of how administrative agencies set and promote policy agendas to address healthcare issues, and do not sufficiently justify the nurse’s role in agenda setting for the policymaking process. A comprehensive comparison of the current and past two presidential terms in addressing healthcare issues on political agendas is provided. Responses demonstrate a synthesis of how administrative agencies set and promote policy agendas to address healthcare issues, and sufficiently justify the nurse’s role in agenda setting for the policymaking process.

 

Professional Skills Building 0 

Not Present

 1 

Needs Improvement

 2 

Meets Expectations
PS001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective PS 1.1: 

Use proper grammar, spelling, and mechanics.

 Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability. Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability. Writing reflects competent use of standard edited American English. 

 

Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Learning Objective PS 1.2: 

Organize writing to enhance clarity.

 Writing is poorly organized and incoherent. 

Introductions, transitions, and conclusions are missing or inappropriate.

 Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity. Writing is generally well-organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.
Learning Objective PS 1.3: 

Apply APA style to written work.

 APA conventions are not applied. APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently. APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately. NURS 5050 PA001 Agenda Comparison Assessment
Learning Objective PS 1.4: 

Use appropriate vocabulary and tone for the audience and purpose.

 Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed. Vocabulary and tone have limited relevance to the audience. Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.

 

Professional Skills Building 0 

Not Present

 1 

Needs Improvement

 2 

Meets Expectations
PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.
Learning Objective PS 5.1: 

Analyze assumptions and fallacies.

 Analysis of assumptions is missing. Response is weak in assessing the reasonableness of assumptions in a given argument. 

 

Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.

 Response generally assesses the reasonableness of assumptions in a given argument. 

 

Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.
Learning Objective PS 5.2: 

Generate reasonable and appropriate assumptions.

 Assumptions are missing. Response does not adequately present and discuss key assumptions in an original argument. Response presents and discusses key assumptions in an original argument.
Learning Objective PS 5.3: 

Assess multiple

perspectives and alternatives.

 Assessment of multiple perspectives is missing. Response does not identify nor adequately consider multiple perspectives or alternatives. Response identifies and considers multiple perspectives and alternatives.
Learning Objective PS 5.4: 

Use problem-solving skills.

 Problems and solutions are not identified. Response presents solutions, but they are ineffective in addressing the specific problem. Response presents solutions that are practical and work in addressing the specific problem. NURS 5050 PA001 Agenda Comparison Assessment

External Stressors affecting Adolescents

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External Stressors affecting Adolescents

Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.(minimum 200 words)

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APA style paper

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APA style paper

Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

Describe the contemporary issue and explain what external stressors are associated with this issue.Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient.

Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.

Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.

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Making Transition from Student to RN

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Making Transition from Student to RN

Give reasons how you will make your transition from student nurse to RN easier.

Name some reasons why transition from student to RN becomes difficult.

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NR 506 Week 2 Reading Second Hand Smoke Exposure

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NR 506 Week 2 Reading Second Hand Smoke Exposure

Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (Eds). (2016). Policy & politics in nursing and healthcare (7th ed.). Retrieved from http://online.vitalsource.com • • • • Chapter 4: Learning the Ropes of Policy and Politics Chapter 7: The Policy Process Chapter 9: Political Analysis and Strategies Chapter 80: TAKING ACTION: The Nightingales Take on Big Tobacco .Teitelbaum, J. & Wilensky, S. (2017 ). Essentials of health policy and law (3rd ed.). Retrieved from http://online.vitalsource.com • • Chapter 1: Understanding the Role and Conceptualizing Health Policy and Law Chapter 2: Policy and the Policymaking Process Mebane, F. & Blendon, R. (2001). Political strategy 101: How to make health policy and influence political people. Journal of Child Neurology, 16(7), 513-519. Question : Identify your selected healthcare concern in your city or state that needs your advocacy with an elected official. What is the impetus and rationale for your selection? Describe the model of policy making that you feel would be best applied to your policy concern and the rationale for selecting this model. The Healthcare concern that I have identified in my state of Michigan is second hand smoke exposure to the vulnerable population, Pregnant women, Infants, adolesecnts and the elderly. The community who depends on others to assist in meeting their daily livings
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Assignment: Emotional Intelligence

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Assignment: Emotional Intelligence

Show Descriptions Quality of Work Submitted: The extent of which work meets the assigned criteria and work

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reflects graduate level critical and analytic thinking.-Excellent 27 (27%) – 30 (30%) Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics. Good 24 (24%) – 26 (26%) Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics. Fair 21 (21%) – 23 (23%) Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed. Poor 0 (0%) – 20 (20%) Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed. Quality of Work Submitted: The purpose of the paper is clear.-Excellent 5 (5%) – 5 (5%) A clear and comprehensive purpose statement is provided which delineates all required criteria. Good 4 (4%) – 4 (4%) Purpose of the assignment is stated, yet is brief and not descriptive. Fair 3.5 (3.5%) – 3.5 (3.5%) Purpose of the assignment is vague or off topic. Poor 0 (0%) – 3 (3%) No purpose statement was provided. Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to: Understand and interpret the assignment’s key concepts.-Excellent 9 (9%) – 10 (10%) Demonstrates the ability to critically appraise and intellectually explore key concepts. Good 8 (8%) – 8 (8%) Demonstrates a clear understanding of key concepts. Fair 7 (7%) – 7 (7%) Shows some degree of understanding of key concepts. Poor 0 (0%) – 6 (6%) Shows a lack of understanding of key concepts, deviates from topics. Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.-Excellent 18 (18%) – 20 (20%) Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view. Good 16 (16%) – 17 (17%) Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view. Fair 14 (14%) – 15 (15%) Minimally includes and integrates specific information from 2-3 resources to support major points and point of view. Poor 0 (0%) – 13 (13%) Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view. Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to: Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.-Excellent 18 (18%) – 20 (20%) Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice. Good 16 (16%) – 17 (17%) Summarizes information gleaned from sources to support major points, but does not synthesize. Fair 14 (14%) – 15 (15%) Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped. Poor 0 (0%) – 13 (13%) Rarely or does not interpret, apply, and synthesize concepts, and/or strategies. Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.-Excellent 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity Good 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time. Fair 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time. Poor 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation-Excellent 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Good 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Poor 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.-Excellent 5 (5%) – 5 (5%) Uses correct APA format with no errors. Good 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Poor 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors.
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