NURS 6512 Assignment 1: Assessment Tools and Diagnostic Tests in Adults and Children Case Study

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Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

Photo Credit: Getty Images/Hero Images

For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight. NURS 6512 Assignment 1: Assessment Tools and Diagnostic Tests in Adults and Children Case Study.

To Prepare

  • Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
  • By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.
  • Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
  • Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
  • If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
    • Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
    • Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

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The Assignment

Assignment (3–4 pages, not including title and reference pages):

Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:

  • A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
    • What is its purpose?
    • How is it conducted?
    • What information does it gather?
  • Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.

Assignment Option 2: Child Health Case:
Include the following:

  • An explanation of the health issues and risks that are relevant to the child you were assigned.
  • Describe additional information you would need in order to further assess his or her weight-related health.
  • Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
  • Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
  • Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight NURS 6512 Assignment 1: Assessment Tools and Diagnostic Tests in Adults and Children Case Study.
By Day 6 of Week 3

Submit your Assignment.

Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK3Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

 

NURS_6512_Week_3_Assignment_1_Rubric_Option_1

Excellent Good Fair Poor
In 3–4 pages, address the following:

A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?
30 (30%) – 35 (35%)
The response clearly, accurately, and with specific detail describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
24 (24%) – 29 (29%)
The response accurately describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
18 (18%) – 23 (23%)
The response vaguely and/or with some inaccuracy describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
0 (0%) – 17 (17%)
The response is inaccurate or missing descriptions of how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values.
45 (45%) – 50 (50%)
The response accurately and thoroughly evaluates the test or tool’s validity and reliability, and explains any issues with clear sensitivity, reliability, and predictive values. Student’s research is clear, accurate, and appropriate for the evaluation.
39 (39%) – 44 (44%)
The response accurately evaluates the test or tool’s validity and reliability, and explains any issues with sensitivity, reliability, and predictive values. Student’s research is somewhat clear, accurate,and appropriate for the evaluation.
33 (33%) – 38 (38%)
The response vaguely and/or with some inaccuracy evaluates the test or tool’s validity and reliability, and explains any issues with some sensitivity, reliability, and predictive values. Student’s research is vague or inaccurate for the evaluation.
0 (0%) – 32 (32%)
“The response is inaccurate and/or missing evaluations of the test or tool’s validity and reliability, with explanations of any issues missing or lacking sensitivity, reliability, and predictive values. Student’s research is missing, inaccurate, or lacking for the evaluation.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100

NURS_6512_Week_3_Assignment_1_Rubric_Option_2

Excellent Good Fair Poor
In 3–4 pages, address the following:

An explanation of the health issues and risks that are relevant to the child you were assigned.
20 (20%) – 25 (25%)
The response clearly, accurately, and in detail explains the relevant health issues and risks for the assigned child.
19 (19%) – 24 (24%)
The response accurately explains the relevant health issues and risks for the assigned child.
18 (18%) – 23 (23%)
The response vaguely and with some inaccuracy explains the relevant health issues and risks for the assigned child.
0 (0%) – 17 (17%)
The response is inaccurate and/or missing explanations of the relevant health issues and risks for the assigned child.
Describe additional information you would need in order to further assess his or her weight-related health.
20 (20%) – 25 (25%)
The response clearly and accurately describes detailed additional information needed to further assess the child’s weight-related health.
19 (19%) – 24 (24%)
The response accurately describes additional information needed to further assess the child’s weight-related health.
18 (18%) – 23 (23%)
The response vaguely and with some inaccuracy describes additional information needed to further assess the child’s weight-related health.
0 (0%) – 17 (17%)
The response is inaccurate and/or missing a description of additional information needed to further assess the child’s weight-related health.
Identify and describe any risks, and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
18 (18%) – 20 (20%)
The response clearly and accurately identifies and describes in detail any risks to the child’s health. The response clearly and accurately identifies and describes in detail further information needed to gain a full understanding of the child’s health, with a detailed explanation of how to gather that information in a way that is sensitive to the child.
16 (16%) – 17 (17%)
The response accurately identifies and describes any risks to the child’s health. The response accurately identifies and describes further information needed to gain a full understanding of the child’s health, with a clear explanation of how to gather that information in a way that is sensitive to the child.
14 (14%) – 14 (14%)
The response vaguely and with some inaccuracy identifies and describes any risks to the child’s health. The response vaguely identifies and describes further information needed to gain a full understanding of the child’s health, with a vague explanation of how to gather that information in a way that is sensitive to the child.
0 (0%) – 13 (13%)
The response identifies inaccurately and/or is missing descriptions of any risks to the child’s health. The response identifies inaccurately and/or is missing descriptions of further information needed to gain a full understanding of the child’s health, with an inadequate or missing explanation of how to gather that information in a way that is sensitive to the child.
Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
10 (10%) – 10 (10%)
The response clearly and accurately lists three or more specific questions that would gather more information about the child. Specific questions are carefully worded to clearly demonstrate sensitivity to the parent(s) or caregiver(s) of the child.
9 (9%) – 9 (9%)
The response lists three specific questions that would gather more information about the child. Specific questions are worded to demonstrate sensitivity to the parent(s) or caregiver(s) of the child.
8 (8%) – 8 (8%)
The response lists three questions with wording that is vague and lacking specificity for gathering more information about the child. Some wording of the questions lacks sensitivity to the parent(s) or caregiver(s) of the child.
0 (0%) – 7 (7%)
The response lists two or fewer confusing or inadequate questions, or is missing questions, for gathering more information about the child. Wording of questions provided lacks sensitivity to the parent(s) or caregiver(s) of the child.
Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.
5 (5%) – 5 (5%)
The response clearly describes two or more detailed strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight.
4 (4%) – 4 (4%)
The response describes at least two strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight.
3 (3%) – 3 (3%)
The response vaguely describes two strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight.
0 (0%) – 2 (2%)
The response inadequately describes one strategy or is missing strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.NURS 6512 Assignment 1: Assessment Tools and Diagnostic Tests in Adults and Children Case Study
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100

NURS6550 Essay Assignment Paper-State Regulations for Advanced Practice Nurses – Advanced Practice Care of Adults in Acute Care Settings

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NURS6550 Essay Assignment Paper-State Regulations for Advanced Practice Nurses – Advanced Practice Care of Adults in Acute Care Settings

Assignment: State Regulations for Advanced Practice Nurses

Although your roles and responsibilities may differ based on your practice setting (think emergency department versus inpatient hospital setting or outpatient specialty medicine clinic), they may also vary depending on the state in which you practice. Because each state has its own laws and regulations that determine the scope of practice for advanced practice nurses, it is your responsibility to understand your own state’s guidelines. This Assignment involves locating the Nurse Practice Act for your state and reviewing practice guidelines, licensing requirements, and the certification process.

To prepare:

Locate the Nurse Practice Act for your state, as well as any other state legislation that outlines practice for Advanced Practice Registered Nurses (APRNs). Reflect on the definition and scope of practice of the APRN according to your state.

Consider which state board is responsible for licensure of APRNs. Determine whether your state requires nursing board approval, board of medicine approval, or joint board approval for APRN practice.

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Consider the DEA (Drug Enforcement Administration) Drug Schedule categories approved for APRN prescribing. Think about how this might impact your clinical practice. NURS6550 Essay Assignment Paper-State Regulations for Advanced Practice Nurses – Advanced Practice Care of Adults in Acute Care Settings

Research the national certifying board options and application processes for the Adult Geriatric Acute Care Nurse Practitioner. Think about which exams are recognized by your state board and which board options best suit your professional needs.

To Complete:

Address the following in a 1- to 2-page paper:

Explain the definition and scope of practice for APRNs according to the Nurse Practice Act in your state.

Identify the state board that is responsible for licensure of APRNs.

Identify the DEA Drug Schedule categories approved for APRN prescribing in your state. Explain whether this might impact your clinical practice, and if so, explain how.

Identify which national certifying board options are recognized by your state board. Explain which options best suit your professional needs and why. Describe the application processes for these options.

NURS6550 Essay Assignment Paper-State Regulations for Advanced Practice Nurses – Advanced Practice Care of Adults in Acute Care Settings

Essay – Advocacy Through Health Care Policy – NURS 4105

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Essay – Advocacy Through Health Care Policy – NURS 4105

Submit a 2- to 4-page paper utilizing the selected policy from Week 1, (week 1 health policy was death pronouncement by nurses) analyzing the impact of financing and budgetary issues.

In addition to this week’s resources, perform an informal literature search on the funding of your policy. Include at least two articles that discuss cost-effectiveness and cost controls pertaining to either your policy or nursing practices in general. Use these resources to respond to the following prompts:

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· Describe how the policy is funded and annual costs of continuing the policy for the last year.

· Analyze any financial and budgetary efforts developed or being proposed to contain costs.

· Relate current cost-containment strategies, including regulations, managed care efforts, or other financial and budgetary initiatives. Essay – Advocacy Through Health Care Policy – NURS 4105

· Describe how the financing of your policy impacts health outcomes and the role of the nurse in the workplace.

· Support your responses with evidence.

Support your ideas or those of others with references from the professional nursing literature. Refer to the Application Assignment Rubric prior to submission. Additional information about acceptable resources is found in the rubric.

 

NURS 6512 Discussion: Diversity and Health Assessments

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NURS 6512 Discussion: Diversity and Health Assessments

Discussion: Diversity and Health Assessments

May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).

Photo Credit: Getty Images

Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion. NURS 6512 Discussion: Diversity and Health Assessments

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To prepare:

  • Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
  • By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.
  • Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
  • Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
  • Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?
By Day 3 of Week 2

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

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

Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why. NURS 6512 Discussion: Diversity and Health Assessments

 

NURS_6512_Week_2_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
“Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
“Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
“Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.
0 (0%) – 34 (34%)
“Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by Day 3.
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
Does not post main post by Day 3.
First Response
17 (17%) – 18 (18%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days.
Total Points: 100

i Human Case Study Paper Assignment – Nsg6420

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i Human Case Study Paper Assignment – Nsg6420

For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence based primary care curriculum. Throughout your nurse practitioner program you will use iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessment and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence based practice.

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The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases will be present in the weekly quizzes, and mid-term and final exams. You must have all iHuman assignments completed in order to successfully pass the course.
Please access the iHuman tab on the left-hand side of your screen under the Course Home page for log-in instructions. Please follow the instructions located on the start page of your case.
Click here for information

iHuman Case Study Paper Assignment – Nsg6420

Digital Clinical Experience (DCE): Health History Assessment

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Digital Clinical Experience (DCE): Health History Assessment

Assignment 2: Digital Clinical Experience (DCE): Health History Assessment

A comprehensive health history is essential to providing quality care for patients across the lifespan, as it helps to properly identify health risks, diagnose patients, and develop individualized treatment plans. To effectively collect these heath histories, you must not only have strong communication skills, but also the ability to quickly establish trust and confidence with your patients. For this DCE Assignment, you begin building your communication and assessment skills as you collect a health history from a volunteer “patient.” Digital Clinical Experience (DCE): Health History Assessment

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To Prepare

  • Review this week’s Learning Resources as well as the Taking a Health History media program, and consider how you might incorporate these strategies. Download and review the Student Checklist: Health History Guide and the History Subjective Data Checklist, provided in this week’s Learning Resources, to guide you through the necessary components of the assessment.
  • Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
  • Review the Shadow Health Student Orientation media program and the Useful Tips and Tricks document provided in the week’s Learning Resources to guide you through Shadow Health.
  • Review the Week 4 DCE Health History Assessment Rubric, provided in the Assignment submission area, for details on completing the Assignment.

DCE Health History Assessment:

Complete the following in Shadow Health:

Orientation

  • DCE Orientation (15 minutes)
  • Conversation Concept Lab (50 minutes)

Health History

  • Health History of Tina Jones (180 minutes)

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve 80% or better, but you must take all attempts by the Week 4 Day 7 deadline.

Submission and Grading Information

No Assignment submission due this week but will be due Day 7, Week 4.

 

NURS_6512_Week_4_DCE_Assignment_2_Rubric

Description: Note: To complete the Shadow Health assignments it is helpful to use the text and follow along with each chapter correlating to the area of assessment to assist in covering all the subjective questions. Review the Advanced Health Assessment Nursing Documentation Tutorial located in the Week 4 Resources, the model documentation in Shadow Health, as well as sample documentation in the text to assist with narrative documentation of the assessments. Do not copy any sample documentation as this is plagiarism. Shadow Health exams may be added to or repeated as many times as necessary prior to the due date to assist in achieving the desired score Digital Clinical Experience (DCE): Health History Assessment. You must pass this assignment with a total cumulative score of 79.5% or greater in order to pass this course.

Excellent Good Fair Poor
Student DCE score

(DCE percentages will be calculated automatically by Shadow Health after the assignment is completed.)

Note: DCE Score – Do not round up on the DCE score.
56 (56%) – 60 (60%)
DCE score>93
51 (51%) – 55 (55%)
DCE Score 86-92
46 (46%) – 50 (50%)
DCE Score 80-85
0 (0%) – 45 (45%)

DCE Score <79

No DCE completed.
Subjective Documentation in Provider Notes

Subjective narrative documentation in Provider Notes is detailed and organized and includes:

Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS)

ROS: covers all body systems that may help you formulate a list of differential diagnoses. You should list each system as follows:
General: Head: EENT: etc.

You should list these in bullet format and document the systems in order from head to toe.
36 (36%) – 40 (40%)

Documentation is detailed and organized with all pertinent information noted in professional language.

Documentation includes all pertinent documentation to include Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS).
31 (31%) – 35 (35%)

Documentation with sufficient details, some organization and some pertinent information noted in professional language.

Documentation provides some of the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS).
26 (26%) – 30 (30%)

Documentation with inadequate details and/or organization; and inadequate pertinent information noted in professional language.

Limited or/minimum documentation provided to analyze students critical thinking abilities for the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS).
0 (0%) – 25 (25%)

Documentation lacks any details and/or organization; and does not provide pertinent information noted in professional language.

No information is provided for the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS).

or

No documentation provided.
Total Points: 100

Name: NURS_6512_Week_4_DCE_Assignment_2_Rubric

Description: Note: To complete the Shadow Health assignments it is helpful to use the text and follow along with each chapter correlating to the area of assessment to assist in covering all the subjective questions. Review the Advanced Health Assessment Nursing Documentation Tutorial located in the Week 4 Resources, the model documentation in Shadow Health, as well as sample documentation in the text to assist with narrative documentation of the assessments. Do not copy any sample documentation as this is plagiarism. Shadow Health exams may be added to or repeated as many times as necessary prior to the due date to assist in achieving the desired score. You must pass this assignment with a total cumulative score of 79.5% or greater in order to pass this course. Digital Clinical Experience (DCE): Health History Assessment.

Differential Diagnosis for Skin Conditions paper

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Assignment 1: Lab Assignment: Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Lab Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition Differential Diagnosis for Skin Conditions paper.

To Prepare

  • Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
  • Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?
  • Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
  • Consider which of the conditions is most likely to be the correct diagnosis, and why.
  • Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
  • Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
  • Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.

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The Lab Assignment

  • Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
  • Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources Differential Diagnosis for Skin Conditions paper.
By Day 7 of Week 4

Submit your Lab Assignment.

Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 4 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 4 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

NURS_6512_Week_4_Assignment_1_Rubric

Excellent Good Fair Poor
Using the SOAP (Subjective, Objective, Assessment, and Plan) note format:
·  Create documentation, following SOAP format, of your assignment to choose one skin condition graphic (identify by number in your Chief Complaint). ·   Use clinical terminologies to explain the physical characteristics featured in the graphic.
30 (30%) – 35 (35%)
The response clearly, accurately, and thoroughly follows the SOAP format to document one skin condition graphic and accurately identifies the graphic by number in the Chief Complaint. The response clearly and thoroughly explains all physical characteristics featured in the graphic using accurate terminologies.
24 (24%) – 29 (29%)
The response accurately follows the SOAP format to document one skin condition graphic and accurately identifies the graphic by number in the Chief Complaint. The response explains most physical characteristics featured in the graphic using accurate terminologies.
18 (18%) – 23 (23%)
The response follows the SOAP format, with vagueness and some inaccuracy in documenting one skin condition graphic, and accurately identifies the graphic by number in the Chief Complaint. The response explains some physical characteristics featured in the graphic using mostly accurate terminologies.
0 (0%) – 17 (17%)
The response inaccurately follows the SOAP format or is missing documentation for one skin condition graphic and is missing or inaccurately identifies the graphic by number in the Chief Complaint. The response explains some or few physical characteristics featured in the graphic using terminologies with multiple inaccuracies.
·   Formulate a different diagnosis of three to five possible considerations for the skin graphic.    ·   Determine which is most likely to be the correct diagnosis, and explain your reasoning using at least three different references from current evidence-based literature.
45 (45%) – 50 (50%)
The response clearly, thoroughly, and accurately formulates a different diagnosis of five possible considerations for the skin graphic. The response determines the most likely correct diagnosis with reasoning that is explained clearly, accurately, and thoroughly using three or more different references from current evidence-based literature.
39 (39%) – 44 (44%)
The response accurately formulates a different diagnosis of three to five possible considerations for the skin graphic. The response determines the most likely correct diagnosis with reasoning that is explained accurately using at least three different references from current evidence-based literature.
33 (33%) – 38 (38%)
The response vaguely or with some inaccuracy formulates a different diagnosis of three possible considerations for the skin graphic. The response determines the most likely correct diagnosis with reasoning that is explained vaguely and with some inaccuracy using three different references from current evidence-based literature.
0 (0%) – 32 (32%)
The response formulates inaccurately, incompletely, or is missing a different diagnosis of possible considerations for the skin graphic, with two or fewer possible considerations provided. The response vaguely, inaccurately, or incompletely determines the most likely correct diagnosis with reasoning that is missing or explained using two or fewer different references from current evidence-based literature.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. Differential Diagnosis for Skin Conditions paper.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100

NR526 3Ps Handout Guidelines – Pathophysiology, pharmacology, and health (physical) assessment

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NR526 3Ps Handout Guidelines – Pathophysiology, pharmacology, and health (physical) assessment

3Ps Handout Guidelines & Scoring Rubric

Purpose:

The purpose of this assignment is to synthesize advanced knowledge of pathophysiology, pharmacology, and health (physical) assessment into three handouts for nursing students or staff nurses.

Course Outcomes

Through this assignment, a student will demonstrate the ability to:

1- Integrate interprofessional collaboration and innovative communication to support and promote the teaching-coaching functions of the nurse educator. (PO 3, 10)

2- Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize patient outcomes in complex disease states. (PO 1, 4)

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3- Distinguish the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of complex disease processes in relation to assessment strategies and pharmacologic interventions. (PO 1, 4)

4- Analyze risk factors associated with complex disease states in individuals, aggregates, and populations to devise effective disease management and/or health promotion strategies that reflect pertinent psychosocial, cultural, legal, ethical, and safety considerations. (PO 4, 6). NR526 3Ps Handout Guidelines – Pathophysiology, pharmacology, and health (physical) assessment

5- Explicate the environmental factors that impinge upon specific physiologic, psychological, and psychosocial states along the health-illness continuum. (PO 1, 4)

6- Examine mechanisms and processes of homeostatic, adaptive, and compensatory physiological functions in complex disease states with an emphasis on appropriate assessment strategies and pharmacologic interventions. (PO 1, 4)

7- Determine clinical data essential to identifying specified pathophysiologic or psychological problems and the best plan of care. (PO 1, 4)

8- Explore age-specific and developmental alterations in physiologic and psychological disease states, assessment strategies, and pharmacologic intervention. (PO 1, 4)

9- Correlate changes and disruptions in major physiological systems and pathophysiological mechanisms with clinical data resulting from physical examination, laboratory data, and diagnostic test data with anticipated pharmacologic treatment. (PO 1, 4, 11)

Due Date:Sunday 11:59 PM MT at the end of Week 7

Total Points Possible: 250

Requirements:

Description of the assignment: This final NR526 assignment requires you to develop a set of 3 handouts on the topic that you chose for the Week 5 assignment. IMPORTANT:

In these handouts, you will present an in-depth application of pathophysiology, pharmacology, and health (physical) assessment concepts related to your chosen topic. You should describe at least one concept in each handout but may display multi-concepts if necessary.

You may use your textbooks as references, but you should also have at least one peer-reviewed article as a reference. Clinical practice guidelines are good sources for this assignment but you may use other peer-reviewed articles in which the evidence-based care of patients is presented. Feel free to use images (see information on copyright), concept maps, tables, or anything else you feel will enhance your handout.

Only use media you develop yourself or that you obtain through this page in the Chamberlain Library:.chamberlain.edu/copyright”>http://library.chamberlain.edu/copyright. You can add web addresses to your handout if you want to link to video or audio files.

Good, relevant, current content is the most important feature of your handouts. For clinical topics, “current” is defined as no more than five years oldNR526 3Ps Handout Guidelines – Pathophysiology, pharmacology, and health (physical) assessment.

Developing the Handouts

1. Your first handout should display information about one or more of the drugs related to the complex health situation you are covering. You may want to focus on just one drug but, in some cases, drugs work together or you may want to compare and contrast two similar or alternate drugs.

2. Your second handout should relate to the pathophysiology of the complex health situation. Examples: How do the various systems interact? What compensatory systems are in play? What is the etiology of this condition?

3. Your third handout should relate to the necessary physical assessments for your topic. Be as comprehensive and holistic as possible. What is your student looking for?

4. Three pages should be adequate unless you prefer to add a reference list for all of your handouts at the end. References can also be incorporated in the handout. The idea is that you should provide your students references so they can access your original sources.

5. You will not be penalized if one of your handouts spills over onto another page.

6. Please check your handouts for grammatical errors and misspellings before submitting them.

Networking Opportunities Discussion

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Discussion – Week 1
COLLAPSE

 I’ve been in the medical field for 40 years, however, have only been a nurse for the past 12 of those years. I started my nursing journey when my children were older and in high school, and the timing was right for our family. Because of the later start into my dream field, I dove into it with both feet and swam at lightening speeds to try to become the best nurse I could be, and what I found in myself was that I enjoy and excel at promoting change. I don’t know if that has to do with my age and associated life experiences, or if that was an innate ability in me all along that I was unaware of. I began my nursing career on a medical surgical floor, then transitioned to a hospice unit until it’s closure, and then to ICU. During the past 40 years I have been a CNA, med aide, and clinic manager of a busy urology practice, in addition to the past 12 years as a RN. I always knew I wanted to become a nurse practitioner.

I began researching schools and programs that were entirely online. I have several friends who have gone to Walden University in the recent past, and spoke very highly of it, so I put this university on my list. As I was searching, some of the most important facets for me are the reputation and ranking of the school, cost, educational level of the professors, and the vision and mission statements. It was easy to cross off several universities for me due to the absence of the important factors I mentioned. Walden University stayed on the top of my list for quite some time Networking Opportunities Discussion/ I can honestly say this university meant all of my criteria. Walden’s mission and vision statements spoke to me for several reasons. What I appreciate most about Walden’s mission statement is that it highlights diversity (Walden University, 2020). The topic of diversity is exceedingly important to me for multiple reasons, and so much that I wanted to be sure I was a part of a graduate program that emphasizes and promotes this topic.

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In meeting my personal goals, and reading on Walden’s website in the College of Nursing vision and mission statements, I knew I had found the perfect college for me when I discovered that Walden’s view is not just to feed us knowledge, though that is exceedingly important as a practitioner, but this distinct university desires to move us to become change agents (Walden University, 2020). That is when I knew it was a perfect fit for me and would challenge me as a person and nurse. I want to be challenged to think outside my box, and the knowledge base that I have thus far. This proved evident in the scholar-practitioner portion of the vision and mission statements by stating “have a deep curiosity, drive, and commitment to solve pressing problems in their field” (Walden University, 2020, Vision, Mission, and Goals, para. 3). This is when Walden became my school of choice. It is my belief that as nurses, we are a trusted, revered profession that has a platform to produce change in not only the medical field, but in the world. This is what I desire to be a part of in my life, especially as a practitioner in the future.

The word networking can be thought of in a negative connotation, thus associated with being a smoothie type person or schmoozing people just to get a desired outcome (Schmidt, n.d.). I was glad this was brought up in this article because I believe nurses are as far removed from exhibiting salesmen or insurance agent schmoozing behavior as anyone could be (Schmidt, n.d.). Professional networking for nurses is a valuable and useful tool that we should be taking advantage of in order to make professional relationships that may lead to career advancements, increased knowledge base, and develop a more powerful voice to effect change (Schmidt, n.d.).

According to P. Wofford, Founder of Your Nurse Connection, over 70 percent of nursing jobs are secured via professional networking opportunities (Wofford, 2018). We are all aware that social media can be used positively or negatively, and in the case of professional networking, social media is an effective tool (Wofford, 2018).

I personally belong to several Facebook medical groups, and have enjoyed the networking and exchange of knowledge. Other interesting ways to network as a nurse are becoming an influencer on Instagram or become a blogger, volunteer, attend conferences, have a signature look about you, seek out connections, and have business/networking cards available to exchange with connections made (Wofford, 2018). This article suggests not joining more than 10 social media type groups, and always send a follow-up email after making a connection (Wofford, 2018) Networking Opportunities Discussion. Conferences are my personal favorite, and one that I’ve utilized frequently in my nursing career. I have always gained knowledge, and used it to empower my peers or those I supervise. It is the conferences I’ve attended on my own that have afforded be to become a change agent in my nursing career.

I have chosen the psychiatric mental health nurse practitioner program, not only because I enjoy this field, but because it needs and deserves change. It was my belief that the school I chose would have a great deal to do with the effectiveness of the changes I will be able to execute for the greater good of my profession. Becoming a scholar practitioner will enable and equip me to be able to effect the changes I hope to be a part of in my community regarding mental health advocacy. I have networked with a psychologist in the past who has given me great insight into the challenges surrounding the stigmas associated with the mental health industry, and I believe that has helped me by forming me into a passionate, and non-judgmental nurse to advocate for those struggling with mental health issues.

References

Schmidt, K. (n.d.). 5 reasons nurses should engage in professional networking [Blog post]. Retrieved November 14, 2018, from https://blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/

Walden University, 2020, Vision, mission, and goals. In 2019-2020 Walden University catalog. https://catalog.waldenu.edu/content.php?etc

Walden University. (2020). Scholar practitioner. Retrieved from waldenu.edu/about/who-we-are/scholar-practitioner

Wofford, P. (2018). 10 tips for nurses who hate networking. Retrieved from https://nurse.org/articles/tips-for-nurse-networking/ Networking Opportunities Discussion

In this module, you begin laying the foundation for your academic and professional success. Your efforts begin with a vision that includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone.

Walden University and the College of Nursing also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other member of the professional community can also help you to clarify your vision.

This Module’s Discussion asks you to consider how the Walden mission and vision as well as the College of Nursing’s mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams who can help you along the way as you begin designing the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success.

To Prepare:

  • Review the Walden and College of Nursing mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this Module’s Learning Resources.
  • Reflect on your professional and academic goals as they relate to your program/specialization.
  • Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner.
  • Also consider academic and professional individuals and teams with whom you may collaborate in support of your efforts as a student at the university and as a professional within your organization and career.

By Day 3 of Week 1

Post a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner Networking Opportunities Discussion. Also include an explanation for how the Walden MSN Program Outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner.

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By Day 6 of Week 1

Respond to at least two of your colleagues’ posts by suggesting additional individuals and/or teams with whom you wish to collaborate or by offering additional networking strategies.

 

NURS_6003_Module01_Week01_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

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

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

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

Is somewhat lacking reflection and critical analysis and synthesis.

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

Post is cited with two credible sources.

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

Contains some APA formatting errors.
0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

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

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

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

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

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

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

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

Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

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

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

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

Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

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

response

Discussion – Week 1
COLLAPSE

Hello

I admire the fact that you have been in this field  so long, I truly think it takes a special person to put the care of others in the forefront. I am curious to know more about your time on the hospice unit as this is something I have wanted to do, but I felt that I may not be able to function with the thought that my patient would eventually pass on. While I do have an understanding that Hospice care is not only comfort care, and it does factor in holistic care. I don’t think I fully understand every thing that Hospice encompasses. I would think that it would aid in improving the quality of life that is left? maybe you could expound on that for me.

I will not say that I did much research in schools but I did trust my nursing  counterparts when it came to the school that put them first.

I also read your post and noted your article on professional networking. There was once a time when I just went to work and did my job limiting my conversation to patients, families, doctors and fellow nurses. I didn’t realize prior to becoming a nurse exactly how important it would be to my overall career to have effective communication and networking. I can agree that by networking it opens the door to many other opportunities and aids in securing jobs. Though I did not realize how much planning and preparation went into effective networking. And according to your presented article when networking one should have their career goals in mind (Schmidt, n.d.).

I also belong to a few Facebook groups that pertain to medical topics, I love how colleagues can come together without putting each other down and spread love and knowledge also, I believe that I have missed many networking opportunities by being ill prepared and not being exactly conscious of my overall goals in the past. I did not began my journey as goal oriented as I have been as of lately. I believe my energy was somewhat misplaced, that is why I am always happy to see someone who has all of their plans lined out such as you. Reading your post I became even more inspired to get my ducks in a row.

I also commend you on your entrance into the Mental Health practitioner program, you are correct, I do not feel enough focus is placed on mental health as a lot of the issues go undiagnosed, and in some ethnicities there is a stigma assigned to seeking help when it comes to mental health it has been viewed at times as being weak. While I considered the ACAGNP program I feel as though I would like to extend my care across and entire lifespan and not be limited by a specified degree, my whole career has been spent with the elderly, I feel its high time for me to spread some love to the rest of the population.

References

Schmidt, K. (n.d.). 5 reasons nurses should engage in professional networking [Blog post]. Retrieved November 14, 2018, from https://blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/

Walden University, 2020, Vision, mission, and goals. In 2019-2020 Walden University catalog. https://catalog.waldenu.edu/content.php?etc. Networking Opportunities Discussion.

HMGT435 Assignment: Market Structure of Healthcare Industry

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HMGT435 Assignment: Market Structure of Healthcare Industry

HMGT435 Assignment: Market Structure of Healthcare Industry

HMGT 435

Assignment #3: Market Structure of Healthcare Industry

Instructions

Pick one of the following healthcare industries listed below. Using what you have learned so far about market structure and the impact on supply and demand, write a 7 page report (double-spaced) addressing the following questions:

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1- From what you have learned in class and research you have done on-line what is the market structure of that industry (e.g perfectly competitive, oligopoly, monopoly, other)

2- What are the implications of the market structure on the demand and supply curve and price of the services offered?

3- What is the implication of third-party payers like private health insurance or federal programs like Medicare and Medicaid on demand and supply in this industry?

4- How has the government intervened in the industry and what was the economic rationale for the intervention? Was there a market failure or other rationale for intervention? Discuss

Choose one of the following industries to discuss the answers to the above questions:

a- Pharmaceutical Industry

b- For-profit health insurers

C- Not-for profit health insurers

D- Any physician specialty (e.g. cardiology, ophthalmology, etc.)

E- Hospital (national Network)

F- Small rural hospital

HMGT435 Assignment: Market Structure of Healthcare Industry