Medicaid and the Children’s Health Insurance Program (CHIP) Essay

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Medicaid and the Children’s Health Insurance Program (CHIP) Essay

The U.S. created Medicaid, a publically funded healthcare program, to assist people in obtaining healthcare services. Explore Medicaid and the Children’s Health Insurance Program (CHIP).

Answer the following questions:

  • Explain the legislation that introduced Medicaid. Your explanation should include a description of the funding sources for the program.

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  • Describe some of the changes, including CHIP, that have occurred to the Medicaid program since its inception.
  • Explain the demographics of the majority of people covered by Medicaid and identify how many people in the U.S. are covered by Medicaid.
  • Describe the changes that will occur in Medicaid with the ACA.

Resources:

Centers for Medicare & Medicaid. (2015). CMS program history. Retrieved

from https://www.cms.gov/About-CMS/Agency-Information/History/index.html?redirect=/History/.

Centers for Medicare & Medicaid. (2015). Affordable Care Act. Retrieved

from http://www.medicaid.gov/affordablecareact/affordable-care-act.html.

Cite sources and provide references for the citations in APA format.

Submission Details:

  • Your assignment should be addressed in a 2- to 3-page document. Medicaid and the Children’s Health Insurance Program (CHIP) Essay

Essay on the uninsured people in the U.S.

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Essay on the uninsured people in the U.S.

Summarize the population (number, demographics, etc.) of uninsured people in the U.S.

  • Discuss some of the reasons for and possible financial consequences of not having health insurance.
  • Discuss the socioeconomic consequences of having a large uninsured population in the U.S.
  • Describe the changes that will occur to assist the uninsured population with the Patient Protection and ACA.

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Resources:

Kaiser Family Foundation [KFF]. (2014, October 29). Key facts about the uninsured population. Retrieved from http://kff.org/uninsured/fact-sheet/key-facts-about-the-uninsured-population/

Navigate to Google Scholar and review:

Krueger, A. B., & Kuziemko, I. (2013). The demand for health insurance among uninsured Americans: Results of a survey experiment and implications for policy. Journal of health economics, 32(5), 780–793.

Cite your sources in your work and provide references for the citations in APA format.

Submission Details:

  • Your assignment should be addressed in a 2- to 3-page document.

Differential diagnoses – headaches

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Differential diagnoses – headaches

The patient, a 32-year-old woman, was referred for headaches that had begun in her teens. 

Her headaches were described as a throbbing or pressure sensation that began behind one eye and then rapidly spread to the ipsilateral temple. Although the headaches usually occurred on the left side, on rare occasions they were right-sided.

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The severity of pain ranged from moderate to severe, and the pain often began within 1 hour of waking.
The headaches were associated with photophobia and phonophobia and tended to worsen with movement.
What is your list of differential diagnoses at this point and what additional questions might you ask or testing might you do. Please answer with evidence based sources within 5 years of publication. Include in text citations.  Differential diagnoses – headaches

NRS 493 – professional capstone and practicum

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Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP NRS 493 – professional capstone and practicum.

You are not required to submit this assignment to LopesWrite.

 

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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 Complete Contact Information
Student Information GCU
Name:
E-mail:
Phone Number:
Course Faculty Information GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information Practice Setting
Name:
E-mail:
Phone Number:

 

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ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

  • Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

  • Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page. NRS 493 – professional capstone and practicum

 

Topic Graded Assignment Indirect Clinical Assignments
Topic 1 1.      Individual Success Plan

2.      Reflection Journal Entry

 1.      List of potential topics for the change proposal
Topic 2 1.      Topic Selection Approval Paper

2.      Reflection Journal Entry

 1.      Search the literature for supporting journal articles

2.      Summary of topic category; community or leadership
Topic 3 1.      PICOT Question Paper

2.      Reflection Journal Entry

 1.      List of objectives
Topic 4 1.      Literature Evaluation Table

2.      Reflection Journal Entry

 1.      List of measurable outcomes
Topic 5 1.      Reflection Journal Entry 1.      Summary of the strategic plan

2.      Midterm Evaluation Tool
Topic 6 1.      Literature Review Table

2.      Reflection Journal Entry

 1.      List of resources
Topic 7 1.      Reflection Journal Entry 1.      Summary of the evaluation plan

2.      Remediation-if required
Topic 8 1.      Benchmark Written Capstone Project Change Proposal

2.      Reflection Journal Entry
Topic 9 1.      Reflection Journal Entry 1.      Professional Presentation
Topic 10 1.      Finalized ISP

2.      Scholarly Activity Summary

3.      Benchmark-Reflection Journal Summary

 1.      Summary of presentation

2.      Final Clinical Evaluation Tool

3.      Practice Clinical Evaluation Tool-Agency

4.      Practice Clinical Evaluation Tool-Preceptor

 

Application-based Learning Course Assignments List of Current Course Objectives Assignment

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

 Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

 (see Appendix A)

 Date

Assignment

Completed

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

Student Signature
Name:
Date:
Preceptor Signature [Upon Initiation of Course]
Name:
Date:
Preceptor Signature [Upon Completion of Course]
Name:
Date:

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

  1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful NRS 493 – professional capstone and practicum.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

 

  1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

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

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients.

 

 

 

Practice Experience Conference Form (Pre-Conference)

 

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in the RN-BSN Capstone and Practicum course. Conferences may be conducted face-to-face or via synchronous technology.

 

Overall Course Objectives:

This course provides students the opportunity to integrate what they have learned in the program in a practicum experience. Students are expected to integrate nursing knowledge, knowledge gained throughout the program, leadership, and advanced critical-thinking and problem-solving skills in the development of a comprehensive and professional capstone project change proposal.

 

Student Specific Objectives: Students are responsible for completing all experiences as mandated for program.

 

A pre-conference will occur prior to the start of the clinical practice experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives:  the roles, responsibilities, and expectations of student and preceptor during this practicum experience.  All faculty and preceptor contact information will be given to each party per the student.  Any course or program information requested by the preceptor will be provided by the student. Faculty will review submitted document.

 

A mid-conference/evaluation will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the competencies in the clinical evaluation tool (CET).  Progress toward completing the written capstone project change proposal will also be discussed with faculty recommendations for project development

 

A post-conference/evaluation will occur at the end of the practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are “at meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

 

Proposed Practicum Experience (Brief Description of Experience Identified by Student), Practicum goals/objectives reviewed in pre-meeting.

Preceptor contact information (email or phone): _______________________________________

 

Preceptor Signature: __________________________________                          Date: _______________

 

Student Signature: ____________________________________                         Date: _______________

 

Review progress towards meeting goals/ objectives with rationales provided to student at mid-term conference. NRS 493 – professional capstone and practicum.

 

Preceptor Signature: __________________________________                          Date: _______________

 

Student Signature: ____________________________________                         Date: _______________

 

Review progress towards meeting goals/ objectives with rationales provided to student at end of rotation.

 

Preceptor Signature: __________________________________                          Date: _______________

 

Student Signature: ____________________________________                         Date: _______________

 

 

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  1. New practice approaches
  2. Interprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Practices of culturally sensitive care
  6. Ensuring the integrity of human dignity in the care of all patients
  7. Population health concerns
  8. The role of technology in improving health care outcomes
  9. Health policy
  10. Leadership and economic models
  11. Health disparities

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

This assignment uses a rubric. 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-493 Professional Capstone and Practicum Reflective Journal

No of Criteria: 13 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
1: Unsatisfactory
0.00 %
2: Less Than Satisfactory
75.00 %
3: Satisfactory
79.00 %
4: Good
89.00 %
5: Excellent
100.00 %
Group 1
100.0
New Practice Approaches
8.0
New practice approaches are not present.
New practice approaches are present, but they are incomplete or otherwise lacking in required detail.
New practice approaches are present. Some minor details or elements are missing, but the omissions do not impede understanding.
New practice approaches are present and complete. The submission provides the basic information required.
New practice approaches are present, complete, and incorporate additional relevant details and critical thinking to engage the reader.
Interprofessional Collaboration (C4.3)
8.0
Interprofessional collaboration information is not present.
Interprofessional collaboration information is present, but it is incomplete or otherwise lacking in required detail.
Interprofessional collaboration information is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Interprofessional collaboration information is present and complete. The submission provides the basic information required.
Interprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Care Delivery and Clinical Systems
8.0
Health care delivery and clinical systems information is not present.
Health care delivery and clinical systems information is present, but it is incomplete or otherwise lacking in required detail.
Health care delivery and clinical systems information is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Health care delivery and clinical systems information is present and complete. The submission provides the basic information required.
Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Ethical Considerations In Health Care (C2.3)
8.0
Information regarding ethical considerations in health care is not present.
Information regarding ethical considerations in health care is present, but it is incomplete or otherwise lacking in required detail.
Information regarding ethical considerations in health care is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding ethical considerations in health care is present and complete. The submission provides the basic information required.
Information regarding ethical considerations in health care is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Practice of Culturally Sensitive Care (C5.3)
8.0
Information regarding the practice of culturally sensitive care is not present.
Information regarding the practice of culturally sensitive care is present, but it is incomplete or otherwise lacking in required detail.
Information regarding the practice of culturally sensitive care is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding the practice of culturally sensitive care is present and complete. The submission provides the basic information required.
Information regarding the practice of culturally sensitive care is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Preservation of Integrity of Human Dignity in the Care of All Patients (C5.4)
8.0
Information regarding the preservation of integrity and human dignity in the care of all patients is not present.
Information regarding the preservation of integrity and human dignity in the care of all patients is present, but it is incomplete or otherwise lacking in required detail.
Information regarding the preservation of integrity and human dignity in the care of all patients is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete. The submission provides the basic information required.
Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Population Health Concerns
8.0
Information regarding population health concerns is not present.
Information regarding population health concerns is present, but it is incomplete or otherwise lacking in required detail.
Information regarding population health concerns is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding population health concerns is present and complete. The submission provides the basic information required.
Information regarding population health concerns is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Role of Technology in Improving Health Care Outcomes (C4.1)
8.0
Information on the role of technology in improving health care outcomes is not present.
Information on the role of technology in improving health care outcomes is present, but it is incomplete or otherwise lacking in required detail.
Information on the role of technology in improving health care outcomes is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required.
Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Policy
8.0
Health policy information is not present.
Health policy information is present, but it is incomplete or otherwise lacking in required detail.
Health policy information is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Health policy information is present and complete. The submission provides the basic information required.
Health policy information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Leadership and Economic Models
8.0
Information on leadership and economic models is not present.
Information on leadership and economic models is present, but it is incomplete or otherwise lacking in required detail.
Information on leadership and economic models is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information on leadership and economic models is present and complete. The submission provides the basic information required.
Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. NRS 493 – professional capstone and practicum.
Health Disparities
8.0
Information on health disparities is not present.
Information on health disparities is present, but it is incomplete or otherwise lacking in required detail.
Information on health disparities is present Some minor details or elements are missing, but the omissions do not impede understanding.
Information on health disparities is present and complete. The submission provides the basic information required.
Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Outline of Overall Personal Discovery
8.0
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is not present
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present, but it is incomplete or otherwise lacking in required detail.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete. The submission provides the basic information required.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.

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Mechanics of Writing (includes spelling, punctuation, grammar, language use)
4.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Total Percentage  100

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

  1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
  2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
  3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  5. Significance of the topic and its implications for nursing practice.
  6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

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

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Attempt Start Date: 25-May-2020 at 12:00:00 AM

Due Date: 31-May-2020 at 11:59:59 PM

Maximum Points: 60.0

Topic 2 Rubric: Capstone Project Topic Selection and Approval

No of Criteria: 12 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory
0.00 %
Less Than Satisfactory
75.00 %
Satisfactory
79.00 %
Good
89.00 %
Excellent
100.00 %
Content
80.0
Project Topic for Focus of Change Proposal
5.0
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.
Setting or Context Where Project Topic Is Observed
10.0
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.
Detailed Description of Project Topic
15.0
A description of the project topic is omitted.
A description of the project topic is presented but is largely incomplete.
A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.
A description of the project topic is presented. Minor aspects are unclear or require support.
A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.
Effect of Identified Problem or Issue
15.0
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.
Topic Significance and Implications for Nursing Practice
15.0
Significance of topic and its implications for nursing practice is omitted.
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Proposed Solution for Identified Project Topic and Implications for Nursing Practice
15.0
A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Peer-Reviewed Articles
5.0
Fewer than six peer-reviewed articles are presented.
Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.
Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.
Organization, Effectiveness, and Format
20.0
Thesis Development and Purpose
5.0
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. NRS 493 – professional capstone and practicum.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
5.0
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment)
2.0
Template is not used appropriately, or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
3.0
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. NRS 493 – professional capstone and practicum
Total Percentage  100

Essay – Different types of drug to relieve pain

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Essay – Different types of drug to relieve pain

Your first paragraph needs to outline the different types of drug to relieve pain. Then, you ONLY select ONE type of pain medication to describe the mechanism of drug action (Pharmacology) and the therapeutic efficacy. Furthermore, you need to discuss the adverse effects, abuse potential, and toxicities of such type of drug (if applicable).

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Finally, you will describe your opinion of using such type of pain medication.
The body of the paper should be approximately 500 words (2 pages); there should also be a title page and a reference page. All sources must be cited in APA format.

NRS-493 Capstone Project Topic Selection and Approval

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In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

  1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
  2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
  3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project. NRS-493 Capstone Project Topic Selection and Approval
  5. Significance of the topic and its implications for nursing practice.
  6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

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

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Attempt Start Date: 25-May-2020 at 12:00:00 AM

Due Date: 31-May-2020 at 11:59:59 PM

Maximum Points: 60.0

Topic 2 Rubric: Capstone Project Topic Selection and Approval

No of Criteria: 12 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory
0.00 %
Less Than Satisfactory
75.00 %
Satisfactory
79.00 %
Good
89.00 %
Excellent
100.00 %
Content
80.0

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Project Topic for Focus of Change Proposal
5.0
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.
Setting or Context Where Project Topic Is Observed
10.0
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.
Detailed Description of Project Topic
15.0
A description of the project topic is omitted.
A description of the project topic is presented but is largely incomplete.
A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.
A description of the project topic is presented. Minor aspects are unclear or require support.
A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.
Effect of Identified Problem or Issue
15.0
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.
Topic Significance and Implications for Nursing Practice
15.0
Significance of topic and its implications for nursing practice is omitted. NRS-493 Capstone Project Topic Selection and Approval
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Proposed Solution for Identified Project Topic and Implications for Nursing Practice
15.0
A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Peer-Reviewed Articles
5.0
Fewer than six peer-reviewed articles are presented.
Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.
Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.
Organization, Effectiveness, and Format
20.0
Thesis Development and Purpose
5.0
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
5.0
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment)
2.0
Template is not used appropriately, or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
3.0
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage  100 NRS-493 Capstone Project Topic Selection and Approval

Professional Capstone and Practicum Reflective Journal

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Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

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In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  1. New practice approaches
  2. Interprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Practices of culturally sensitive care
  6. Ensuring the integrity of human dignity in the care of all patients
  7. Population health concerns
  8. The role of technology in improving health care outcomes
  9. Health policy
  10. Leadership and economic models
  11. Health disparities

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

This assignment uses a rubric. 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-493 Professional Capstone and Practicum Reflective Journal

No of Criteria: 13 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
1: Unsatisfactory
0.00 %
2: Less Than Satisfactory
75.00 %
3: Satisfactory
79.00 %
4: Good
89.00 %
5: Excellent
100.00 %
Group 1
100.0
New Practice Approaches
8.0
New practice approaches are not present.
New practice approaches are present, but they are incomplete or otherwise lacking in required detail.
New practice approaches are present. Some minor details or elements are missing, but the omissions do not impede understanding.
New practice approaches are present and complete. The submission provides the basic information required.
New practice approaches are present, complete, and incorporate additional relevant details and critical thinking to engage the reader.
Interprofessional Collaboration (C4.3)
8.0
Interprofessional collaboration information is not present.
Interprofessional collaboration information is present, but it is incomplete or otherwise lacking in required detail.
Interprofessional collaboration information is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Interprofessional collaboration information is present and complete. The submission provides the basic information required.
Interprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Care Delivery and Clinical Systems
8.0
Health care delivery and clinical systems information is not present.
Health care delivery and clinical systems information is present, but it is incomplete or otherwise lacking in required detail.
Health care delivery and clinical systems information is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Health care delivery and clinical systems information is present and complete. The submission provides the basic information required.
Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Ethical Considerations In Health Care (C2.3)
8.0
Information regarding ethical considerations in health care is not present.
Information regarding ethical considerations in health care is present, but it is incomplete or otherwise lacking in required detail.
Information regarding ethical considerations in health care is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding ethical considerations in health care is present and complete. The submission provides the basic information required.
Information regarding ethical considerations in health care is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Practice of Culturally Sensitive Care (C5.3)
8.0
Information regarding the practice of culturally sensitive care is not present.
Information regarding the practice of culturally sensitive care is present, but it is incomplete or otherwise lacking in required detail.
Information regarding the practice of culturally sensitive care is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding the practice of culturally sensitive care is present and complete. The submission provides the basic information required.
Information regarding the practice of culturally sensitive care is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Preservation of Integrity of Human Dignity in the Care of All Patients (C5.4)
8.0
Information regarding the preservation of integrity and human dignity in the care of all patients is not present.
Information regarding the preservation of integrity and human dignity in the care of all patients is present, but it is incomplete or otherwise lacking in required detail.
Information regarding the preservation of integrity and human dignity in the care of all patients is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete. The submission provides the basic information required.
Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Population Health Concerns
8.0
Information regarding population health concerns is not present.
Information regarding population health concerns is present, but it is incomplete or otherwise lacking in required detail.
Information regarding population health concerns is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding population health concerns is present and complete. The submission provides the basic information required.
Information regarding population health concerns is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Role of Technology in Improving Health Care Outcomes (C4.1)
8.0
Information on the role of technology in improving health care outcomes is not present.
Information on the role of technology in improving health care outcomes is present, but it is incomplete or otherwise lacking in required detail.
Information on the role of technology in improving health care outcomes is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required.
Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Policy
8.0
Health policy information is not present.
Health policy information is present, but it is incomplete or otherwise lacking in required detail.
Health policy information is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Health policy information is present and complete. The submission provides the basic information required.
Health policy information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Leadership and Economic Models

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8.0
Information on leadership and economic models is not present.
Information on leadership and economic models is present, but it is incomplete or otherwise lacking in required detail.
Information on leadership and economic models is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information on leadership and economic models is present and complete. The submission provides the basic information required.
Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Disparities
8.0
Information on health disparities is not present.
Information on health disparities is present, but it is incomplete or otherwise lacking in required detail.
Information on health disparities is present Some minor details or elements are missing, but the omissions do not impede understanding.
Information on health disparities is present and complete. The submission provides the basic information required.
Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Outline of Overall Personal Discovery
8.0
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is not present.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present, but it is incomplete or otherwise lacking in required detail.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete. The submission provides the basic information required.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
4.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Total Percentage  100

APA Scavenger Hunt Worksheet Example

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APA Scavenger Hunt Worksheet

CLICK HERE FOR A TUTORIAL ON HOW TO EDIT THIS DOCUMENT

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APA Element/Requirement

  

 

Answer

 Page Numbers of Answer and Example (if available in the sample paper)  

 

Points
Title Page
1. List the elements of a title page.

 

 To get you started on this scavenger hunt – here is the first answer.

 

Running head (with page number), title, byline, and institutional affiliation

Pages 23-24; 41 (sample paper) 1
2. Describe the format and location for the Running head. typed flush left at the top of the title page P.229-230 1
3. Describe the format and location for the title.

 

 The title should be typed in uppercase and lowercase letters, centered between the left and right margins and positioned in the upper half of the page. If the title is two or more lines, double-space between the lines.  

1
4. Describe what a byline is, how it should be typed and how to include more than one author.

 

 Names of the authors should be typed in the order of their contributions using uppercase and lowercase letters, centered between the side margins, one double-spaced line below the title. Type the institutional affiliation, centered under author’s name, on the next double-spaced line. P.3  

1
5. What is your institutional affiliation? How should it be typed?

 

 centered under author’s name, on the next double-spaced line. P.23  

1
6. Where is the page header located? What format is prescribed?

 

 The name of the title of the article and it goes at the top of each page displayed or printed

 

 

 P.230  

1
Body of Paper/General Formatting Rules
7. The manual contains a miniaturized “picture” of sample papers with title page, narrative and a reference list. How can you use this for your papers?

 

 Title page à abstract à text à references à tables à figures à appendices

 

 P.229  

 

1
8. Margins: What setting is prescribed for margins in the body of text and reference page?

 

 Uniform margins at least 1 inch, double spaced text, flush left style with right margin uneven P.229  

1
9. Spacing:

1) How many spaces between lines should appear in the body of the text and references?

2) How many spaces are used in text after a comma, colon, semicolons, punctuation marks at the end of a sentence, periods in a reference citation, or periods after initials in a personal name? (Hint: The answer is the same for all).

 

 1.)    Double spacing.

2.)    One space

  

 

 

 

1
10. Font & Typeface: What is the acceptable font size and typeface?

 

 Times new roman with 12 pt. font size P.228  

1
11. Levels of Heading: What format is used for a Level 1 and Level 3 heading?

 

 Level 1: the first heading is “Literature Overview,” so it goes at Level 1. Your writing style and subject matter will determine what your first heading will be.

Level 3: headings are indented, followed by a period, and run in with the text that follows.

  

1
12. Is it allowed in APA for the author to refer to self by using the pronoun “I”?

 

 Yes. you can use the first-person point of view when discussing your research steps  

1
Citations, Quotations and References List
13. In-text Citations: What is an in-text citation and how is it formatted?

 

 is to help readers easily find the sources in the Works Cited page that correspond to your referenced passage  

1
14. When do you use “and” to join the authors and when do you use “&” to join the authors in a citation?

 

 Citation is when you credit a work for your influences and information you drew from to write your paper. And is used when just joining 2 authors. p.169  

1
15. Quotations: How are quotations with fewer than 40 words formatted?

 

When quoting, what must always be included with the quote?

 

 Place direct quotations longer than 40 words in a free-standing block of typewritten lines and omit quotation marks. Start the quotation on a new line, indented five spaces from the left margin  

 

1
16. References: What is the purpose of a reference list?

 

 it provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper.  

1
17. What does “agreement of text and reference list” mean?

 

 APA style suggests using a reference list for references cited in the text of a paper rather than a bibliography. A reference list includes only those references which were cited in the text of one’s paper. There must be total agreement between the two  

1
18. How are references ordered in the reference list? Do you double space?

 

 Alphabetical order. No  

1
19. In the reference list, what is the acceptable abbreviation for “edition,” “Editor,” “Editors,” “page,” “pages,” and “no date?” edition: ed.

Editor: Ed

Editors: Eds

page: p.

pages: pp.

no date: n.d

  

1
20. What rule governs whether a state is given in the reference list publisher location?

 

 USA publishers give the city in full and the abbreviation for the state.  

1
21. How do you cite a work discussed in a secondary source? Provide answers for both in-text and on the reference page?

 

 In-text: (last name, date of year).

 

Reference list: (last name, first initial).

  

1
22. Format Examples for References

 

For the following types of references, locate the page(s) with the examples of how to format the references in the next column.

 List page(s) where you can find examples of how to format references for the following:

page #/s: __ Journal article with two authors (paper form)

page #/s: __ Journal article with two authors (electronic version)

page #/s: __ Entire Book

page #/s: __ Chapter in an edited book

page #/s: __ Non-periodical documents on the internet

 

  

 

 

 

1
23. doi Numbers

Describe what a doi is and where and when a doi number can be used.

 

 Alphanumeric string assigned by a registration agency to identify content and provide a link to its location on the internet. Include for both print and electronic sources.  

1
24. Semi colon

Where can you find a description of a semi colon is and how to use it correctly! What is it?

 

 a semicolon should be used to separate two independent clauses (or complete sentences) that are closely related in meaning.  

1
25. Protection of research participants

Where can you find information about protecting the rights and welfare of research participants? What standards are psychologists held to? What is the most recent publication year of this document?

 

 Chapter 1, Section 11  

 

1
 Total Points:              /25

 

NUR 665 E -Professional Nursing Portfolio Template

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Professional Nursing Portfolio

Professional Goal Statement

As a little girl constantly surrounded by animals growing up, kindness and compassion came at an early age. As I grew, so did my empathy and love towards all living creatures. A wonderful opportunity presented my junior year in high school working as a volunteer for the San Diego Humane Society. They need assistance with cleaning kennels, walking dogs, and helping to maintain the happiness of the animals by offering them love while they awaited their forever homes. My hard work and dedication paid off, as I was offered a permanent paying position as an adoption counselor. I was now an instrument in helping these loving creatures find their forever home, and this is where the seed for educating was planted. Before deciding to move to Arizona, I was fortunate to be a member of this team for several years NUR 665 E -Professional Nursing Portfolio Template. Once in Arizona, I continued this path with the AZ Humane Society for an additional five years in the capacity of an Emergency Animal Medical Technician (EAMT) assisting with rescue and cruelty investigations. Over the course of a rewarding 10+ year career with animals, I realized a deep-seated passion towards providing care. The thought that this passion would be beneficial to people was born, and so began the pursuit of my nursing career.

My nursing journey began in 2009, and since then, I have grown tremendously not only as a person, but also within my chosen career field. I have accomplished goals that I once only dreamt of and have far exceeding any of my wildest expectations. In my opinion I have been a strong student graduating with Phi Theta Kappa Honors for my ADN, the Dean’s List for Academic Excellence with my BSN, and with gods good graces, will shortly be completing my graduate degree. I am confident that my intellectual and professional interests have taken shape, and I have begun progressing towards my professional development as a Nurse Educator. My short-term goal includes completing my Master’s Degree with emphasis in Nursing Education. My long-term goals are obtaining an adjunct facility position, possibly with Grand Canyon University, or a facility educator role within my current hospital. As an educator, it is my responsibility to create an atmosphere of excitement and opportunity. I will express my passion for learning and inspire students to provide excellent care and knowledge to their patients. I will function as a valuable resource to guide the students through challenging situations, and strive to instill the value of life-long learning.  I am anxious to begin this new chapter in life, I truly love being a nurse and making a difference, what more valuable way to make a better world than to educate. NUR 665 E -Professional Nursing Portfolio Template.

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Seeking a long-term association that will benefit from academic preparation, nursing experience and a driving work ethic. A position which will allow me to expand my practical experience and knowledge at the same time as providing quality education to patients.

PROFESSIONAL EXPERIENCE

Banner Thunderbird Medical Center, Phoenix, AZ.                          Dec. 2017- Present

Banner Core Orthopedic Nurse NavigatorLeads the Independence Expedition for the Banner CORE Orthopedic Service lines, and facilitates patient education and follow through. Serves on process improvement teams, increasing efficiency in operations. Collaborates and/or delegate with other professional disciplines to ensure effective patient care delivery and achievement of desired patient outcomes.  Review month to month data for compliance and communicate performance to surgery schedulers.

Demonstrates a pleasant, helpful and caring demeanor to be an effective patient advocate.
Speaks clearly and is easily understood.
Excellent verbal and written communication skills.
Demonstrates solid public speaking abilities.
Effectively problems solves for the orthopedic service line providers.
Collaborate and/or delegate with other professional disciplines to ensure effective patient care delivery and achievement of desired patient outcomes.
Prepares and teaches up to four Orthopedic Pre-Surgical classes each week, and provides orthopedic education to all departments.
Assist to expedite care for hip fracture patients.
Lead for ED to OR and Care Reliability maintenance and reporting.
Attends bimonthly perioperative sub-group meetings when indicated.
Coordinate care for non-elective orthopedic patients throughout the facility.
Communicate all patient care concerns with perioperative management.

Banner Estrella Medical Center, Phoenix, AZ.                                  Dec. 2013- Dec. 2017

Registered Nurse, Orthopedics, Oncology, Bariatrics

Renders professional nursing care in accordance with physician’s treatment plans and standards of evidence based practice/care.  In doing so, assesses patient’s condition, plans patient care, administers prescribed drugs, provides treatments, provides appropriate patient education, and evaluates patient’s progress, records pertinent observations and report responses to drugs and treatments.

Good verbal and written communication skills necessary to be clearly and easily understood.
Demonstrates a pleasant, helpful and caring demeanor to be an effective patient advocate.
Uses professional judgment and critical thinking to prepare, prioritize and execute the patient’s plan of care consistent with patient assessment data and physician’s treatment plans.
Incorporates the patient’s physiological, psychological, cultural, developmental and spiritual needs into the plan of care.  Consistently follows patient care and facility guidelines and procedures in performance of one’s duties.
Collaborate and/or delegate with other professional disciplines to ensure effective patient care delivery and achievement of desired patient outcomes.
Provide care for adult patients before and after surgical procedures, and attend to those who are being treated with pharmaceuticals to manage their illness.  As a medical-surgical nurse, I am well-versed in a large variety of health conditions. NUR 665 E -Professional Nursing Portfolio Template.

Scottsdale Heritage Court, Scottsdale, AZ.                           July 2013- November 2013

Registered Nurse, Sub-Acute Care

Provided care for post-op orthopedic, renal, cardiac rehab, diabetic, and infectious process patients. Along with many other patients that have simply had a fall or come down with pneumonia and are unable to provide for themselves in a home setting.  We also saw our fair share of comfort-care/hospice patients.  I have developed excellent assessment skills, as well as time management with an ability to work autonomously and part of a team.  Accomplishments include:

Consult and coordinate with healthcare team members to assess, plan, implement, or evaluate patient care plans.
Order, interpret, and evaluate diagnostic tests to identify and assess patient’s condition.
Administer all medications and treatments as prescribed by physician, monitor, record, and report symptoms or changes in patients’ conditions.
Maintain accurate, detailed reports and records.
Direct or supervise less-skilled nursing or healthcare personnel or supervise a particular unit.
Modify patient treatment plans as indicated by patients’ responses and conditions.
Monitor all aspects of patient care, including diet and physical activity.
Conduct specified laboratory tests.
Wound care and Pain management
Receive report from off going nurse, exchange includes new orders review, skin and change of condition alerts, including counting narcotics per shift change.
Do initial total body assessment on each new patient.
Working knowledge of IV pumps, prepares and administers medications, performs IV line care per protocol. Monitors all infusing IV’s for signs and symptoms of infection every 2 hours and report appropriately.

EDUCATION

 

Grand Canyon University,                                          Expected Completion February 2019

MSN in Education

Grand Canyon University                                                                             Graduated 2017 Bachelor of Science in Nursing                                   Dean’s List for Academic Excellence

Registered Nurse, State of Arizona                                                                       June 2013

Estrella Mountain Community College                                         January 2009- May 2013

Associate in Applied Science in Nursing                       Phi Theta Kappa Honors GPA 3.85

Licensed Practical Nurse, State of Arizona                                                           June 2012

HONORS – ASSOCIATIONS

2018 Banner Health Nursing Award Winner
Banner Health Daisy Award Winner and 4 Time Nominee
Member of the Phi Theta Kappa Honor Society

Xxx L. X, BSN, RN

18603 W. Mackenzie Drive

Goodyear, AZ, 85395

(623) 760-6179

email

Professional Work Reference

X D. Young MHA, RN

Business Development Director

Banner CORE Center for Orthopedics

Banner Thunderbird Medical Center

5555 West Thunderbird Road

Phoenix, AZ 85306

602.865.5xxx office

602.501.6xxx mobile

X.Young@x.com

Professional School Reference

X J. Waryck III MSN, RN, OCN, CMSRN

RN Clinical Education Specialist

BDWMC Acute Care Team (ARC)

Banner Del E. Webb Medical Center

14502 W. Meeker Blvd.

Sun City West, AZ 85375

Office: 623.524.4xxx

Mobile: 602.931.8xxx

X.WaryckIII@x.com

Personal Reference

 

X Stott MSN-ED, RN, CCRN

Clinical Education Specialist

Facility Education Team

Banner Del Webb Medical Center

14502 W. Meeker Blvd.

Sun City West, AZ 853xx

Office: 623-524-3xxx

xtt@x.com

Letter of Reference

November 2, 2018

To whom it may concern:

This letter is to support Xxx X in her career and academic journey. Xxx X is the Orthopedic Nurse Navigator for Banner Thunderbird Medical Center. Xxx exemplifies Banner’s mission and values through her commitment to our patients. She is a force to reckon with, customer obsession runs through her veins. No matter what she is doing, whether she is teaching our elective orthopedic patients in our Independence Expedition classes, care planning with the multidisciplinary teams, solving pre and post-operative issues, she is always focused on the patient. Xxx considers this exemplary performance as “just doing her job”. However, I beg to differ. Doing what is expected is a given, but she approaches every responsibility with an extraordinary sense of ownership and brings 120% to her patients, teams and work every day. She consistently goes above and beyond to make sure that our healthcare teams and patients are taken care of. Not only does she round on all of our patients, as her job description entails, but she spends extra time with each and every patient to make sure that they are prepared for the surgery ahead or are feeling confident to leave the facility NUR 665 E -Professional Nursing Portfolio Template. The Medical Surgical staff, providers and leadership relay on Xxx’s clinical expertise as well as her great working relationship with our patients to provide the best possible care. This compassion and commitment also follows her off the unit or out of the facility. I have often found her in the halls escorting or helping patients, families or staff. I have also known her to take calls from our providers after hours to help solve immediate care issues for the next day. She does all this while pursuing her Masters in Nursing Education and maintaining a busy family life with her husband and young son. Therefore, I full heartedly support her in anything she wishes to pursue.

X D. Young MHA, RN

Banner CORE Center for Orthopedics

Business Development Director

Letter of Reference

The Nursing Education Staff,                                                                                             11/8/2018

I have had the pleasure of working with Xxx X at Banner Thunderbird Medical Center for the past 2 years. She has done an excellent job as the Orthopedic Nurse Navigator with expanding her role and responsibilities within the Banner-CORE Center for Orthopedics at Banner Thunderbird Medical Center. Additionally, she has an excellent bedside manner and ensures thorough patient care to optimize patient experience and quality of care received.

In her direct role as a patient educator she holds several preoperative classes for patients undergoing various types of elective total joint procedures. Despite many patient barriers including hearing impairment, dementia and English as a second language, she successfully guides the patients through the surgical process and improves their health literacy. Xxx is committed to working with families and care givers to ensure her patients have a safe and successful rehabilitative environment upon discharge from the hospital.

In our monthly quality meetings, she reports out her programmatic compliance and patient outcomes for continued improvement. She provides suggestions for process improvement and positively receives feedback about work flow opportunities. Xxx’s role as a clinical educator has positively impacted the Banner-CORE program. She is an excellent resource for patient and staff alike. We are fortunate to have Xxx as our programmatic educator and look forward to working with her for years to come. NUR 665 E -Professional Nursing Portfolio Template.

Sincerely,

xxx, PA-C

BCCO Lead PA for BTMC and BDMC

Grand Canyon University

18444 N. 25th Ave

Phoenix, AZ 850xx

623-537-5xxx

Boyer’s Model for Scholarship

In his now famous publication of Scholarship Reconsidered, Boyer (1990) challenged the teaching verses research debates by advocating for the scholarship of discovery, teaching, integration, and application which has become an important model in which university academics and institutions now frame their scholarship. Boyer’s Model of Scholarship critically highlighted that while there are universally expected mandates for scholars in higher education, such as remaining professionally active in their discipline and being credentialed researchers, it is vital to recognize creativity, innovation and diversity in scholarship (Moser, Ream, & Braxton, 2016).  The American Association of Colleges of Nursing defines scholarship in nursing as “those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that (a) is significant to the profession, (b) is creative, (c) can be documented, (d) can be replicated or elaborated, and (e) can be peer-reviewed through various methods” (AACN, 1999).

 

Scholarship of Discovery
The first element refers to the pursuit of inquiry and investigation in search of new knowledge, the vitality of the academic environment is dependent on new research contributions (Wittmann-Price & Godshall, 2009). Although I have not produced my own original research, during my undergraduate studies I did developed an evidence-based practice project proposal for the prevention of Deep Vein Thrombosis.  I feel this proposal has the potential to influence the nursing practice.

Scholarship of Integration
The second element refers to making connections across disciplines and advancing knowledge through synthesis to bring new insights into original research (Wittmann-Price & Godshall, 2009).  One of the biggest aspects is understanding that you have committed to a lifelong process of learning, as nurses are continuous acquiring new skills and growth throughout their careers. I have demonstrated this by not only valuing life-long learning in pursuing a higher education, but also working to build trusting relationship and open communication between the different interdisciplinary teams.

Scholarship of Application
The third element focuses on applying research findings and innovations to social issues of the times in a dynamic process that generates and examines new theory and knowledge to improve current practice (Wittmann-Price & Godshall, 2009).  Throughout my nursing career, I have always strived to engage in community service projects, and just recently I finished teaching a quarterly community education class at the local community center on Falls Prevention and Diabetic Foot Wounds.

Scholarship of Teaching
The final element focuses on the scholarship of teaching, which involves not only transmitting knowledge, but also transforming and extending it to improve the educational process (Wittmann-Price & Godshall, 2009) NUR 665 E -Professional Nursing Portfolio Template.  Throughout my education, I have learned the importance of putting the needs of the learner first and foremost.  I recognize my responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role (NLN, 2018). As a nurse educator, I will strive to promote student learning and their individual desired outcomes by providing encouragement and support in obtaining their goals.
NLN Nurse Educator Competencies
Competency 1:  Facilitate Learning

Just as every person is unique, so too is their learning styles, the one style fits all is not true in this regard. According to the National League for Nursing (2018) nurse educators can facilitate learning by understand “they are responsible for creating an environment in the classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes. There are numerous ways an educator can make learning easier, including “developing a person teaching style, use different teaching methods, have clinical competence, and having knowledge of the content they are teaching” (Halstead, 2007). During my clinical practicum I will fulfill this competency by understanding and adapting to the various learning styles allowing every student an equal opportunity to comprehend the material being taught. In order to accommodate all these different learning styles, the course must be taught using a variety of mixed techniques. I have demonstrated my passion for teaching and learning by providing an environment of open communication to inspire and motive the students to set and achieve both personal and professional goals.

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It is crucial that an educator understanding that not all people process information in the same manner, and previous experiences may affect a student’s readiness to learn. There are multiple different teaching approaches to presenting education, and as an educator the goal is to be able to reach through to the entire class of adult learners using all levels of various learning styles. The blanket one style fits all approach will not adequately cover all aspects towards the complex nursing concepts. Capturing and holding the attention of a class is an art form within itself, and as an educator a large portion of your student’s successful understanding of the materials is identifying and aligning your curriculum with the styles the students are most comfortable with.

Competency 2:  Facilitate Learner Development and Socialization

The nurse educator is responsible for mentoring and role modeling the expected behaviors, values, and responsibilities of being a nurse to provide a greater understanding of the expectations of a professional nurse (Halstead, 2007). As an educator, understanding that not all people process information in the same manner, and previous experiences may affect their readiness to learn the first competency. There are multiple different teaching approaches to presenting education, and as an educator the goal is to be able to reach through to the entire class of adult learners using all levels of various learning styles. The blanket one style fits all approach will not adequately cover all aspects towards the complex nursing concepts. Understanding and adapting to the various learning styles, allows every student an equal opportunity to comprehend material taught. Mastering this step as a novice educator allows me to “recognize the responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role (NLN, 2018). During my online practicum, I was able to encourage socialization by encouraging the learners to think critically and to reflect on past experiences to provide class enrichment and development.  I was exposed to a diversity of learners with different backgrounds and cultures, allowing me to utilize a variety of learning styles to address the different needs of the learners.

Competency 3:  Use Assessment and Evaluation Strategies

According to the National League for Nursing “nurse educators use a variety of strategies to asses and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning” (NLN, 2018, para 5). Nurse educators need to utilize evidence base practice to develop assessments and evaluations (Halstead, 2007). As an educator, a large portion of your student’s successful understanding of the materials is identifying and aligning your curriculum with the styles the students are most comfortable with. The same rule applies to using different evaluation methods like student questions, quizzes, instructor observations, and demonstrations in the hopes that using these different techniques, the objectives of the course would be accomplished NUR 665 E -Professional Nursing Portfolio Template. As an instructor, an evaluation method I would use is a randomized sampling of students to check for understanding of the material being taught before moving on from that subject. This will allow me to grasp in real-time whether or not the students are comprehending the material. Another evaluation method would be observing students during interactive labs, which would allow me to not only provide immediate feedback, but also a chance for the student to refine their efforts. Then the student will need to demonstrate competency of his/her skills without instructor assistance based on the rubric check-off list towards his or hers overall performance.

 

Competency 4: Participate in Curriculum Design and Evaluation of Program Outcomes

According to the National League for Nursing (2018) educators are responsible for designing, implementing, evaluating and revising academic and continuing education for nurses. In order for educators to truly be successful in their roles, they need to possess movement within their curriculums, and be able to self- reflect on areas that the curriculum and /or educator may continuously improve on. Also having clear expectations and guidelines will help to determine if the material being taught is truly educating and enlightening the students, or if there is room for improvements. This is why it is so important for educators to be actively involved with the design and evaluation of the course curriculum, thus ensuring students are meeting the course objectives. According to Halstead (2007), an effective educator must know the content of their course, and utilize multiple styles to present lessons, ensuring different learning methods for their students. There are multiple different teaching approaches to presenting education, and as an educator the goal is to be able to understand and adapt to the various learning styles giving every student an equal opportunity to comprehend the material. As my hospitals Orthopedic Nurse Navigator, I am meeting this competency as I am directly involved in the designing and implementation of our total joint curriculum. After I am done teaching a class, I have students complete a post-assessment, allowing me to self-reflect on my teaching abilities and look for area of improvement.

Competency 5: Function as a Change Agent and Leader

Competency V: Function as a Change Agent and Leader states “nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice“ (NLN, 2018, para 7). Educators are at the forefront in terms of leadership, especially in the realms of education and research which is constantly shaping their image to the changing ways of medical advances. As educators, we are responsible for designing, implementing, evaluating and revising academic education, and as the profession changes, so does the needs of the nursing curriculum. Throughout my practicum, I have acted as a role model and change agent by demonstrating cultural sensitivity with our diverse patient populations, participating in interdisciplinary quality improvement efforts, and evaluating preceptor courses for areas of improvement.

Competency 6: Pursue Continuous Quality Improvement in the Nurse Educator Role

I am currently meeting this competency by pursuing lifelong learning, participating in professional development opportunities, using feedback from my preceptor and participants in my lectures to improve my teaching. I engage in socialization both at work and my practicum to get to know them staff better, see what their needs are and how I can better support them. Using the socialization helps the work environment because it encourages teamwork, builds relationships and enhances human relations throughout the workforce.

Competency 7: Engage in Scholarship

According to Competency VII: Engage in Scholarship “nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity” (NLN, 2018, para 9). The very heart of this role is education, and to integrate evidence-based research into practice. I am meeting this competency because in my current nursing role as an Orthopedic Nurse Navigator, I teach several classes to pre-surgical patients a week NUR 665 E -Professional Nursing Portfolio Template. I use evaluations and quizzes to measure the effectiveness of my teaching techniques and the ability of understanding the educational material presented.

Competency 8: Function within the Educational Environment

I have meet this competency because during my practicum, I engaged in building an environment that encouraged development by modeling respect, professionalism, and compassion while functioning as an educator. I also helped facilitate the learning process in our diverse learners by first recognizing and respecting their individual differences. Also collaborated on designing diverse sets of learning activities to insure that all staff could attain achieve appropriate learning.

 

References:

American Association of Colleges of Nursing. (1999). Position statement on defining scholarship for the discipline of nursing.  Retrieved from http://www.aacn.nche.edu/publications/positions/scholar.htm

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. New York, NY: Carnegie Foundation for the Advancement of Teaching with Jossey-Bass.

Halstead, J. A. (Ed.). (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing.

Moser, D., Ream, T., & Braxton, J. (2016). Expanded Edition of Scholarship reconsidered: Priorities of the professoriate.  New York, NY: Carnegie Foundation for the Advancement of Teaching with Jossey-Bass.

National League for Nursing (NLN) (2018). Nurse Educator Core Competency. Retrieved from: http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency

Wittmann-Price, R. A. & Godshall, M. (2009).  Certified nurse educator (CNE) review manual.  New York, NY: Springer Publishing Company, LLC NUR 665 E -Professional Nursing Portfolio Template.

westcoast nurs561 Adolescent Health Risk Seminar Essay Assignment

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westcoast nurs561 Adolescent Health Risk Seminar Essay Assignment

Week 7 Adolescent Health Risk Seminar

For this assignment, you will develop and deliver a 10–15 minute seminar/workshop aimed at the teen or young adult audience on a specific health risk associated with the population. you will submit your presentation using the Kaltura recording tool within Blackboard. See the Getting Started with Kaltura link listed under the Resources area in your course menu to learn how to use this tool.

* If you predominantly work with a specific population and would like to present a relevant health risk seminar to that population, you must seek instructor approval in advance. Email your instructor through the Virtual Office.

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1. Choose a health risk associated with adolescence. Some categories to consider may include:

Suicide

Pregnancy

Substance use and abuse

Motor vehicle crashes

Tobacco use

Sexually transmitted disease

Domestic violence

Mental health issues

Sexual identity issues

Eating disorders

Nutrition and fitness

2. As the health care advocate, you will present the following to the target audience (adolescents or young adults)in 10-15 slides or screens:

An overview of the risk factor

Contributing factors

Prevalence of the health risk (meaningful data)

Explain your role with the issue as a health care practitioner/advocate

Ways to identify a problem and address the issue

Present an activity or project or exercise for the audience to engage in related to the topic

Help and support resources

3. In your research materials, incorporate 3–4 current sources with one containing the most current statistics.

4. Use age-appropriate creativity to ensure the message gets across to the selected audience.

As you plan your seminar, consider:

How will you initiate a conversation (rather than give a lecture)?

How will you keep the attention and respect of this audience?

5. Use APA for citing and referencing your sources.

6. Keep your design and audio appropriate to the audience, yet professional. Your presentation must include both audio and visual components and be professional in nature.

What is a seminar?

See this week’s Resource folder for curriculum and topic ideas.

Review the rubric for further information on how your assignment will be graded.

Submit your final presentation here for grading and post a copy in the discussion board to share with your peers

Due: Sunday, 11:59 p.m. (Pacific time)

westcoast nurs561 Adolescent Health Risk Seminar Essay Assignment