NURSFPX 4050 Develop a 3-4 page preliminary care coordination plan

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NURSFPX 4050 Develop a 3-4 page preliminary care coordination plan

Capella University Care Coordination Plan Assignment Question Description:  NURSFPX 4050 Develop a 3-4 page preliminary care coordination plan for a hypothetical individual in your community. Identify and list available community resources for a safe and effective continuum of care. NURSFPX 4050 Develop a 3-4 page preliminary care coordination plan

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The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.

As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.

DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. NURSFPX 4050 Develop a 3-4 page preliminary care coordination plan
Write clearly and concisely in a logically coherent and appropriate form and style.
PREPARATION
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular individual within the community. You decide to prepare a preliminary care coordination plan and proceed by identifying the patient’s three priorities for health and by investigating the resources available in your community for a safe and effective continuum of care.

To prepare for this assessment, you may wish to:

Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Allow plenty of time to plan your patient clinical encounter.
Be sure that you have a hypothetical patient in mind.
Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

INSTRUCTIONS
Note: You are required to complete this assessment before Assessment 4.

Develop the Preliminary Care Coordination Plan
Complete the following:

Identify a health concern as the focus of your care coordination plan. Possible health concerns may include, but are not limited to:
Stroke.
Heart disease (high blood pressure, stroke, or heart failure).
Home safety.
Pulmonary disease (COPD or fibrotic lung disease).
Orthopedic concerns (hip replacement or knee replacement).
Cognitive impairment (Alzheimer’s disease or dementia).
Pain management.
Mental health.
Trauma.
Identify available community resources for a safe and effective continuum of care.
Document Format and Length
You can use the linked templates as a guide for the needs of your hypothetical patient who has a selected health care problem.

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For your care coordination plan, you may use the Care Coordination Plan Template [DOCX], choose a format used in your own organization, or choose a format you are familiar with that adequately serves your needs for this assessment.

Your preliminary plan should be 3–4 pages in length. In a separate section of the plan, identify the hypothetical person you have chosen to work with.
Document the community resources you have identified using the Community Resources Template [DOCX]. NURSFPX 4050 Develop a 3-4 page preliminary care coordination plan
You can use real or fictitious names/addresses for the community resources you identify
The type of resource, not the name, is what you need to pay attention to for this assessment.
Supporting Evidence
Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

Grading Requirements
The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Analyze your selected health concern and the associated best practices for health improvement.
Cite supporting evidence for best practices.
Consider underlying assumptions and points of uncertainty in your analysis.
Identify a hypothetical individual who would benefit from a care coordination plan.
Document goals for the care coordination plan.
Identify available community resources for a safe and effective continuum of care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Write with a specific purpose with your patient in mind.
Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.
Additional Requirements
Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents.

NURSFPX 4050 Capella University Care Coordination Plan Assignment

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. NURSFPX 4050 Develop a 3-4 page preliminary care coordination plan

Discussion: NURSFPX4060 Capella University Health Promotion Plan and Best Practices PPT

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Discussion: NURSFPX4060 Capella University Health Promotion Plan and Best Practices PPT

Discussion: NURSFPX4060 Capella University Health Promotion Plan and Best Practices PPT

Question Description
Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected community nonprofit support group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.Although study materials in this course refer to face-to-face communication and meetings with individuals and groups, all assignments in the course are based upon hypothetical individuals or groups.

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Professional Context
Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Discussion: NURSFPX4060 Capella University Health Promotion Plan and Best Practices PPT
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Present a health promotion plan to an individual or group within a community.
References
U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.Preparation
This assessment builds upon Assessment 1 where you contacted and secured a hypothetical individual or group who were open to a presentation about concern and health promotion strategies. Once again, you will assume the role of a nurse tasked with addressing the specific community health concern identified in the first assessment. This time, you will implement the health promotion plan that you developed in Assessment 1 as a PowerPoint presentation complete with audio-recorded voice over and speaker notes. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, solicit input on the value of the plan to its audience, and consider how you might revise the plan as applicable to improve future educational sessions. To engage your hypothetical audience, you decide to develop a slide presentation to communicate your plan. Note: you are not presenting to an actual individual or group. This is a hypothetical presentation.Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).Please review the assessment scoring guide for more information.To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.Instructions
Complete the following:
Hypothesize what a face-to-face educational session would consist of, addressing the health concern and health goals of your selected community member, friend, family member, or group. Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
Prepare a PowerPoint presentation, which should include audio-recorded voice over, of the health promotion plan you developed in Assessment 1, with detailed speaker’s notes that include your evaluation of session outcomes. Speaker notes should reflect what you would actually say were you to conduct the presentation with an actual audience.
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.PRESENTATION FORMAT AND LENGTH
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:
Title slide:
Health promotion plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Be sure to apply correct APA formatting to your references.
The following resources will help you create and deliver an effective presentation:
Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online. Discussion: NURSFPX4060 Capella University Health Promotion Plan and Best Practices PPT
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
SUPPORTING EVIDENCE
Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.GRADED REQUIREMENTS
The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Present your health promotion plan to your hypothetical audience.
Tailor the presentation to the needs of your hypothetical audience.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
Which aspects of the session would you change?
How might those changes improve future outcomes?
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?
Additional Requirements
Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.
SCORING GUIDE
Use the scoring guide to understand how your assessment will be evaluated.

 

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Health Promotion Plan Presentation Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Present a health promotion plan to a hypothetical individual or a group within a community. Does not present a health promotion plan to a hypothetical individual or a group within a community. Presents a health promotion plan to a hypothetical individual or a group with a community that lacks clear purpose, coherence, or focus, or is supported by slides that add little value to the presentation, exhibit poor design, are hard to read, or include distracting slide transitions, animations, or graphics. Presents a health promotion plan to a hypothetical individual or a group within a community. Slides enhance key points and adhere to visual design best practices, but no audio and/or speaker notes. Presents a professional, evidence-based, and engaging PowerPoint presentation. The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. The audio and speaker notes of the details of the educational session were clear and appropriate for the hypothetical audience.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Does not evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Evaluates educational session outcomes and the attainment of health goals without collaborating with hypothetical participants. Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Clearly explains the need for revisions to future educational sessions.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Evaluates educational session outcomes unrelated to progress toward Healthy People 2020 goals and leading health indicators. Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2020 goals.

Resources:

Health Education:

• The following resources address the expanding role of the nurse in community and public health as an educator as communities become more diverse with more complex health issues, and financial constraints grow. These resources also provide insight into why interprofessional collaboration is even more important in achieving social justice and equitable access to services to promote health and prevent disease in individuals, families, and aggregates in culturally diverse communities.
• Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.
• Loan, L. A., Parnell, T. A., Stichler, J. F., Boyle, D. K., Allen, P., VanFosson, C. A., & Barton, A. J. (2018), Call for action: Nurses must play a critical role to enhance health literacy. Nursing Outlook, 66(1), 97–100.
• Ritchie, U. C., Turner, S. C., & Field, C. (2017). Development and utility of a medication self-assessment tool for community-based healthcare services. Journal of Pharmacy Practice & Research, 47(2), 140–146.
• U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/
• World Health Organization. (n.d.). Health education. Retrieved from http://www.who.int/topics/health_education/en/

Academic Resources:

• Presentations
The following resources will help you create and deliver an effective presentation.
• Conquering Death by PowerPoint: The Seven Rules of Proper Visual Design.
o A video primer on presentation design.
o Approximate run time: 45:00.
• Creating a Presentation: A Guide to Writing and Speaking.
o This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.
• Medina, M. S., & Avant, N. D. (2015). Delivering an effective presentation. American Journal of Health-System Pharmacy, 72(13), 1091–1094.
• Microsoft. (2016). Record a Slide Show With Narration and Slide Timings. Retrieved from https://support.office.com/en-us/article/Record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c?ui=en-US&rs;=en-001&ad;=US
• Microsoft Office Software.
o This Campus resource includes tip sheets and tutorials for Microsoft PowerPoint.
• PowerPoint Presentations Library Guide.
o This library guide provides links to PowerPoint and other presentation software resources.
• SoNHS Professional Presentation Guidelines [PPTX].
• Schmaltz, R. M., & Enstrom, R. (2014). Death to weak PowerPoint: Strategies to create effective visual presentations. Frontiers in Psychology, 5. 1–4. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01138/full
Scholarly Writing and APA Style
Use the following resources to improve your writing skills and find answers to specific questions.
• Academic Honesty & APA Style and Formatting.
• APA Module. Discussion: NURSFPX4060 Capella University Health Promotion Plan and Best Practices PPT
• Introduction to the Writing Center.
Library Research
Use the following resources to help with any required or self-directed research you do to support your coursework.
• BSN Program Library Research Guide.
• Journal and Book Locator Library Guide.
• Capella University Library.
• Library Research and Information Literacy Skills.
ePortfolio
• Campus ePortfolio page.
• Online ePortfolio Guidelines [PDF].

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Health Promotion Plan
Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation
Marievis Febles Puentes
Capella University
Practicing in the Community to Improve Population Health
May 11, 2020

Analyze the health concern that is the focus of your health promotion plan and Best Practices
Tobacco use remains the leading cause of avoidable morbidity and mortality in the world. In particular, tobacco use is the most significant public threat that New York City in the United States has ever faced. Research shows that tobacco use kills thousands of people in New York annually. It is estimated that about 15% of adults smoke tobacco in New York City. On the other hand, about 6% of tobacco smothers are high school students (Davis et al., 2016). More than 30000 of those deaths are due to direct tobacco use, while about 10000 occur due to exposure to second-hand smoke. Exposure to second-hand smoke is a risk factor for chronic illnesses such as lung cancer, cardiovascular diseases, as well as respiratory disease. Tobacco use is a severe public health concern for New York City and the United States at large. Americans, especially the people of New York City, should know that tobacco use needs to be prevented since it accounted for over 500000 deaths and more than 10 million disabilities across the world. Therefore, the health concern that is the focus of my health promotion plan is tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.
In order for tobacco use cessation to be successful, there are a number of practices that one should adopt. As argued by Carroll et al. (2016), the best practices for a successful tobacco use cessation include brief interventions and the five A’s, nicotine replacement therapy, psychosocial interventions, medications, as well as quitlines. Other best practices for successful tobacco use cessation include support from family and friends and self-help (Chido-Amajuoyi, 2020).
Identify populations potentially affected by this health concern. Determine what their related concerns maybe and explain why addressing this health concern is essential for health promotion within a specific population
Examples of populations that have greatly been affected by this health concern include adults who are middle earners in New York City, those who are uninsured in New York, adults in public housing, LGBTQs, military veterans, those who live near tobacco-growing regions, and less educated people. Some of the health concerns of these populations are cancer, stroke, heart diseases, diabetes, lung illnesses, as well as chronic obstructive pulmonary diseases. Other possible health concerns of these populations are tuberculosis, rheumatoid arthritis, and certain eye illnesses. There is no doubt that addressing this health concern would be necessary for health promotion since it causes a number of challenges to these populations (Carroll et al., 2016).
Addressing the abovementioned health concern is vital for health promotion within this population because it is a serious issue in this particular area. Research has shown that New York City, U.S., is ranked among the least safe cities by the World Health Organization when it comes to tobacco use and public exposure to second-hand smoke. Therefore, tobacco use cessation would be necessary for health promotion within this population because it is geared towards improving the health and safety of all those living in the city (Davis et al., 2016). Besides, this health concern is important for health promotion because it will not help in protecting the entire community but also create safe workplaces and public places for our people going forward. Tobacco use is claiming the lives of people yearly, with recent figures indication 35000 deaths every year (Carroll et al., 2016).
Identify a hypothetical individual or community group among the affected population who would benefit from an educational session about your chosen health concern and associated health improvement strategies.
An individual who would benefit from an educational session about this health concern is RFL 59 years old male active smoker since he was nine years old. Some of the health improvement strategies that I will employ to help RFL quit tobacco smoking include encouraging him to participate in smoking-prevention counselling sessions, and motivational interviews sessions that are intended at giving him the edge to quit smoking.
Identify expectations for an educational session, determining goals, and suggestions on how the individual or group needs can be met. The hypothetical audience needs to be described, and the educational plan should be outlined.
One expectation for an education session is that RFL should understand why he should quit smoking. Another expectation is that the patient will adopt positive changes that would enable successful tobacco cessation.
Some of the health goals in collaborating with this patient include to instill positive behavior that can help the patient quit smoking, widen the patient’s understanding of why tobacco use is harmful, and to enhance the patient’s understanding on how his behavior is affecting other people (Chido-Amajuoyi, 2020).
There are a number of ways that can be employed to meet the needs of the patient above. For the needs of the patient to be met, the session will be conducted in a language that the patient identifies with. Another way to meet the individual’s needs will be by teaching him using terms and concepts that he is familiar with. What is more, the needs of the individual can be met by ensuring that he has all that he needs during the educational session.
Their potential learning needs and health promotion goals
Some of the potential learning needs of this patient include a deficit in certain abilities and behaviors that hinder him from living a tobacco-free life and self-help activities that are required to quit smoking. One important goal of this health promotion plan is to succeed in tobacco use cessation in this region. Another goal of the health promotion plan is to help people, such as RFL quit smoking (Chido-Amajuoyi, 2020).

References
Carroll, A. J., Labarthe, D. R., Huffman, M. D., & Hitsman, B. (2016). Global tobacco prevention and control in relation to cardiovascular health promotion and disease prevention framework: A narrative review. Preventive medicine, 93, 189-197.
Chido-Amajuoyi, O. G., Mantey, D., Cunningham, S., Yu, R., Kelder, S., Hawk, E., … & Shete, S. (2020). Characteristics of us adults attempting tobacco use cessation using e-cigarettes. Addictive behaviors, 100, 106123.
Davis, J. M., Arnett, M. R., Loewen, J., Romito, L., & Gordon, S. C. (2016). Tobacco dependence education: a survey of U.S. and Canadian dental schools. The Journal of the American Dental Association, 147(6), 405-412. Discussion: NURSFPX4060 Capella University Health Promotion Plan and Best Practices PPT

PSY 7864 Capella University Data Analysis & Application Template Research Paper Discussion

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PSY 7864 Capella University Data Analysis & Application Template Research Paper Discussion

Question Description
INSTRUCTIONS
Complete the following for this assignment:

You will complete this assignment using the Data Analysis and Application template (DAA Template [DOC]).
Refer to IBM SPSS Step-by-Step Guide: One-Way ANOVA [DOC] for additional information on using SPSS for this assignment.
If necessary, review the Copy/Export Output Instructions [HTML] to refresh your memory on how to perform these tasks. Your submission should be in narrative format with supporting statistical output (table and graphs) integrated into the narrative in the appropriate places (not all at the end of the document).
As you work on this assignment, you may find the Data Set Instructions [DOC] helpful.
You will analyze the correlations among the following variables in the grades.sav data set:

section.
quiz3.
Step 1: Write Section 1 of the DAA: The Data Analysis Plan.

Briefly describe the goal of your analysis.
State your research question, null, and alternate hypothesis.
Specify the variables used in this analysis (predictor, outcome) and the scale of measurement of each variable.
State the sample size (N) and the alpha level you will use (.05 unless otherwise specified).
Explain why the analysis is a good choice based on the nature of your variables.
Step 2: Write Section 2 of the DAA: Testing Assumptions.

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Articulate and test the assumptions of ANOVA.
Paste the SPSS histogram output for quiz3 and discuss your visual interpretations.
Paste SPSS descriptives output showing skewness and kurtosis values for quiz3 and interpret them.
Paste the SPSS descriptives output showing skewness and kurtosis values for quiz3 and interpret them.
Paste the SPSS output for the Shapiro-Wilk test of quiz3 and interpret it.
Report the results of the Levene test and interpret it.
Explain whether the assumptions of ANOVA are met. If assumptions are not met, discuss how to ameliorate violations of the assumptions. PSY 7864 Capella University Data Analysis & Application Template Research Paper Discussion
Step 3: Write Section 3 of the DAA: Results and Interpretation.

Paste the SPSS output of the means plot and provide an interpretation.
Also report the means and standard deviations of quiz3 for each level of the section variable.
Paste the SPSS ANOVA output and report the results of the F test. Include the following
Degrees of freedom.
F value.
p value.
Calculated effect size.
Interpretation of the effect size.
Finally, if the omnibus F is significant, provide the SPSS post-hoc (Tukey HSD) output.
Interpret the post-hoc tests.
Interpret statistical results against the null hypothesis and state whether it is accepted or rejected.
Step 4: Write Section 4 of the DAA: Statistical Conclusions.

Provide a brief summary of your analysis and the conclusions drawn.
Analyze the limitations of the statistical test.
Provide any possible alternate explanations for the findings and potential areas for future exploration.
Step 5: Write Section 5 of the DAA: Application.

Analyze how you might use this statistical approach in your field and what the potential implications would be.
Submit your DAA template as an attached Word document in the assignment area.

READINGS
Read about how to apply your knowledge of ANOVA and run some analyses in SPSS.

George, D., & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference (15th ed.). New York, NY: Routledge.
Chapter 12, pages 159–168, describes how to run an ANOVA in SPSS.
Field, A. (2018). Discovering statistics using IBM SPSS: North American edition (5th ed.). Thousand Oaks, CA: Sage.
Review Chapter 12’s information on post hoc procedures and output from one-way ANOVAs to help you with your assignment.
The 7864 Course Study Guide [PDF] highlights content to focus on as you read and absorb the materials. You may also find some additional articles with direct relevance to your field here.

 

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IBM SPSS Step-by-Step Guide: One-Way ANOVA
Note: This guide is an example of creating ANOVA output in SPSS with the grades.sav file. The variables shown in this guide do not correspond with the actual variables assigned in Unit 10 Assignment 1. Carefully follow the instructions in the assignment for a list of assigned variables. Screen shots were created with SPSS 21.0.
Creating One-Way ANOVA Output
To complete Section 2 of the DAA for Unit 10 Assignment 1, you will generate SPSS output for a histogram, descriptive statistics, and the Shapiro-Wilk test, which are covered in previous step-by-step guides. The Levene test (homogeneity of variance) is covered in the steps below.
Refer to the Unit 10 assignment instructions for a list of assigned variables. The example variables year and final are shown below.
Step 1. Open grades.sav in SPSS.

Step 2. On the Analyze menu, point to Compare Means and click One-Way ANOVA…

Step 3. In the One-Way ANOVA dialog box:
• Move the assigned dependent variable into the Dependent List box.
• Move the assigned independent variable into the Factor box. The examples of final and year are shown below. PSY 7864 Capella University Data Analysis & Application Template Research Paper Discussion

• Click the Options button.

Step 4. In the One-Way ANOVA: Options dialog box:
• Select Homogeneity of variance test (for the Levene test for Section 2 of the DAA).
• Select Descriptive and Means Plot (for Section 4 of the DAA).
• Click Continue.

• Return to the One-Way ANOVA dialog box and select the Post Hoc button.
Step 5. In the One-Way ANOVA: Post Hoc Multiple Comparisons dialog box:
• Check the Tukey option for multiple comparisons.
• Click Continue and OK.

Interpreting One-Way ANOVA Output
A string of ANOVA output will appear in SPSS. (The output below is for the example variable final.)
Step 1. Copy the Levene test output from SPSS and paste it into Section 2 of the DAA Template. Then interpret it for the homogeneity of variance assumption.

Test of Homogeneity of Variances
final
Levene Statistic df1 df2 Sig.
.866 3 101 .462
Step 2. Copy the means plot, paste it into Section 4 of the DAA Template, and interpret it.

Step 3. Copy the descriptives output. Paste it into Section 4 along with the report of means and standard deviations of the dependent variable at each level of the independent variable.
Descriptives
final
N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum
Lower Bound Upper Bound
Frosh 3 59.33 5.859 3.383 44.78 73.89 55 66
Soph 19 62.42 6.628 1.520 59.23 65.62 48 72
Junior 64 61.47 8.478 1.060 59.35 63.59 40 75
Senior 19 60.89 7.951 1.824 57.06 64.73 43 74
Total 105 61.48 7.943 .775 59.94 63.01 40 75

Step 4. Copy the ANOVA output, paste it into Section 4, and interpret it.
ANOVA
final
Sum of Squares df Mean Square F Sig.
Between Groups 37.165 3 12.388 .192 .902
Within Groups 6525.025 101 64.604
Total 6562.190 104
Step 5. Finally, if the overall ANOVA is significant, copy the post hoc output, paste it into Section 4, and interpret it. PSY 7864 Capella University Data Analysis & Application Template Research Paper

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Discussion
Multiple Comparisons
Dependent Variable: final
Tukey HSD
(I) Year in school (J) Year in school Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval
Lower Bound Upper Bound
Frosh Soph -3.088 4.993 .926 -16.13 9.96
Junior -2.135 4.748 .970 -14.54 10.27
Senior -1.561 4.993 .989 -14.61 11.48
Soph Frosh 3.088 4.993 .926 -9.96 16.13
Junior .952 2.100 .969 -4.53 6.44
Senior 1.526 2.608 .936 -5.29 8.34
Junior Frosh 2.135 4.748 .970 -10.27 14.54
Soph -.952 2.100 .969 -6.44 4.53
Senior .574 2.100 .993 -4.91 6.06
Senior Frosh 1.561 4.993 .989 -11.48 14.61
Soph -1.526 2.608 .936 -8.34 5.29
Junior -.574 2.100 .993 -6.06 4.91

attachment_2

Data Set Instructions
The grades.sav file is a sample SPSS data set. The fictional data represent a teacher’s recording of student demographics and performance on quizzes and a final exam across three sections of the course. Each section consists of about 35 students (N = 105).
Last week, you converted grades2.dat to grades.sav. There are 21 variables in grades.sav. Open your grades.sav file and go to the Variable View tab. Make sure you have the following values and scales of measurement assigned.
SPSS variable Definition Values Scale of measurement
id Student identification number Nominal
lastname Student last name Nominal
firstname Student first name Nominal
gender Student gender 1 = female; 2 = male Nominal
ethnicity Student ethnicity 1 = Native; 2 = Asian; 3 = Black;
4 = White; 5 = Hispanic Nominal
year Class rank 1 = freshman; 2 = sophomore;
3 = junior; 4 = senior Scale
lowup Lower or upper division 1 = lower; 2 = upper Ordinal
section Class section Nominal
gpa Previous grade point average Scale
extcr Did extra credit project? 1 = no; 2 = yes Nominal
review Attended review sessions? 1 = no; 2 = yes Nominal
quiz1 Quiz 1: number of correct answers Scale
quiz2 Quiz 2: number of correct answers Scale
quiz3 Quiz 3: number of correct answers Scale
quiz4 Quiz 4: number of correct answers Scale
quiz5 Quiz 5: number of correct answers Scale
final Final exam: number of correct answers Scale
total Total number of points earned Scale
percent Final percent Scale
grade Final grade Nominal
passfail Passed or failed the course? Nominal

attachment_3

Data Analysis & Application Template
Learner Name
Capella University

Data Analysis and Application (DAA) Template
Use this file for all assignments that require the DAA Template. Although the statistical tests will change from week to week, the basic organization and structure of the DAA remains the same. Update the title of the template and the running head. All should be written in narrative form (delete numbered lists).
Data Analysis Plan (1 Paragraph)
1. Briefly describe the goal of your analysis.
2. State your research question, null and alternate hypothesis.
3. Specify the independent and dependent variables used in this analysis and the scale of measurement of each variable.
4. State the sample size (N) and the alpha level you will use (.05 unless otherwise specified).
5. Explain why the analysis is a good choice based on the nature of your variables.
Testing Assumptions (1-2 Paragraphs)
1. Articulate the assumptions of the statistical test.
2. Paste the SPSS output from analyses that test those assumptions and interpret them. Each pasted SPSS table or figure should be accompanied by an interpretation (that is, immediately above or below) where the output appears.
3. Summarize whether or not the assumptions are met. If assumptions are not met, discuss how to ameliorate violations of the assumptions.
Results & Interpretation (1-2 paragraphs)
1. Paste the SPSS output from you main inferential statistic(s). Each pasted SPSS table or figure should be accompanied by a statement summarizing the main finding in text form and an interpretation of that result. Be sure to include effect sizes.
2. Interpret statistical results against the null hypothesis and state whether it is accepted or rejected. PSY 7864 Capella University Data Analysis & Application Template Research Paper Discussion
Statistical Conclusions (1 paragraph)
1. Provide a brief summary of your analysis and the conclusions drawn.
2. Analyze the limitations of the statistical test.
3. Provide any possible alternate explanations for the findings and potential areas for future exploration.
Application (1 paragraph)
1. Think of your own field of study. Describe how this type of analysis might be used in your field.
2. Analyze what the value and potential implication of such an analysis would be.

References
Provide references in proper APA Style if necessary.

Evidence Based Practice Research Discussion Paper

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Evidence Based Practice Research Discussion Paper

Group A:Minimum 150 words and 2 references 

Discuss the critical factors and strategies that will support successful implementation of your EBP proposal in your current practice setting.  Discuss the role of nursing in the development and implementation of EBP initiatives. Evidence Based Practice Research Discussion Paper

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Group B:Minimum 250 words and 3 references

Develop a plan to disseminate the results of your EBP proposal.  Be specific.  Look at a variety of methods and tailor your plan to those criteria.  Describe the criteria.  Why did you select your choice?  Suggestion:  Look at various national nursing conferences / organizations for criteria for submission of an EBP project.

The following is my Evidence-Based Practice question

Develop a plan to disseminate the results of your EBP proposal.  Be specific.  Look at a variety of methods and tailor your plan to those criteria.  Describe the criteria.  Why did you select your choice?  Suggestion:  Look at various national nursing conferences / organizations for criteria for submission of an EBP project.In males with urinary inconsistencies, dementia, an overactive bladder, or even those going through alcohol withdrawal (P), what is the effect of condom catheterization (I) as compared to the use of Foley catheterization (C) on the prevention of CAUTIs a condition referred to as Catheter-Associated Urinary Tract Infections (CAUTIs) (O)?

I settled on catheterization because the number of cases of males in need of catheters has been seen to rise annually, with an estimated 2400 cases being recorded yearly with a future increment projection (Parker et al., 2017). It has been found that CAUTIs alone contribute to 75 % of the total of all cases of urinary tract infections. Hence, a total of 12% of male patients who are put under catheterization are at a higher risk of contracting CAUTIs (Schallom et al., 2020). Evidence Based Practice Research Discussion Paper

NUR2868 Module 7 Discussion Role, Scope, Quality, and Leadership in Professional Nursing

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NUR2868 Module 7 Discussion Role, Scope, Quality, and Leadership in Professional Nursing

NUR2868 Role, Scope, Quality, and Leadership
in Professional Nursing

Module 7 Discussion

Teamwork

Think back to your most recent time in the clinical setting
when another discipline (respiratory, physical therapy, nutrition, occupational
therapy) was utilized.

Describe a form of interdisciplinary collaborative care
you’ve seen on your current assigned clinical or work site. Then have a
discussion about the following questions:

Who coordinated that care? What was the nurse’s role in
ascertaining that the care was provided? NUR2868 Module 7 Discussion Role, Scope, Quality, and Leadership in Professional Nursing

Was the patient’s outcome met? How or why not? What would
you, a novice nurse-leader, have done differently to achieve the patient’s
goals?

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NUR2868 Role, Scope, Quality, and Leadership
in Professional Nursing

Module 7 Discussion

Teamwork

Think back to your most recent time in the clinical setting
when another discipline (respiratory, physical therapy, nutrition, occupational
therapy) was utilized.

Describe a form of interdisciplinary collaborative care
you’ve seen on your current assigned clinical or work site. Then have a
discussion about the following questions:

Who coordinated that care? What was the nurse’s role in
ascertaining that the care was provided?

Was the patient’s outcome met? How or why not? What would
you, a novice nurse-leader, have done differently to achieve the patient’s
goals? NUR2868 Module 7 Discussion Role, Scope, Quality, and Leadership in Professional Nursing

Capella NHS-FPX4000 Assessment 3 Analyzing a Current Health Care Problem or Issue

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Capella NHS-FPX4000 Assessment 3 Analyzing a Current Health Care Problem or Issue

Write a 4-6-page analysis of a current problem or issue in health care, including a proposed solution and possible ethical implications.Introduction

In your health care career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then you can analyze the problem and the people and systems it affects. You can examine potential solutions and their ramifications. This assessment allows you to practice this approach with a real-world problem.

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Demonstration of Proficiency

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

Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.

Use scholarly information to describe and explain a health care problem or issue and identify possible causes for it.

Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care.

Analyze a health care problem or issue by describing the context, explaining why it is important and identifying populations affected by it. Capella NHS-FPX4000 Assessment 3 Analyzing a Current Health Care Problem or Issue

Discuss potential solutions for a health care problem or issue and describe what would be required to implement a solution.

Competency 3: Apply ethical principles and academic standards to the study of health care.

Analyze the ethical implications if a potential solution to a health care problem or issue was implemented.

Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards.

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Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Write following APA style for in-text citations, quotes, and references.

Instructions

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.

 

Describe the health care problem or issue you selected for use in Assessment 2 (from the Assessment Topic Areas | Transcript media piece) and provide details about it.

Explore your chosen topic. For this, you should use the first four steps of the Socratic Problem-Solving Approach to aid your critical thinking. This approach was introduced in Assessment 2.

Identify possible causes for the problem or issue. Capella NHS-FPX4000 Assessment 3 Analyzing a Current Health Care Problem or Issue

Use scholarly information to describe and explain the health care problem or issue and identify possible causes for it.

Identify at least three scholarly or academic peer-reviewed journal articles about the topic.

You may find the How Do I Find Peer-Reviewed Articles? library guide helpful in locating appropriate references.

You may use articles you found while working on Assessment 2 or you may search the Capella library for other articles.

You may find the applicable Undergraduate Library Research Guide helpful in your search.

Review the Think Critically About Source Quality to help you complete the following:

Assess the credibility of the information sources.

Assess the relevance of the information sources.

Analyze the health care problem or issue.

Describe the setting or context for the problems or issues.

Describe why the problem or issue is important to you.

Identify groups of people affected by the problem or issue.

Provide examples that support your analysis of the problem or issue.

Discuss potential solutions for the health care problem or issue.

Describe what would be required to implement a solution.

Describe potential consequences of ignoring the problem or issue class=”ice-no-decoration” data-ice-class=”848587″>.

Provide the pros and cons for one of the solutions you are proposing.

Analyze the ethical implications if the potential solution (the one for which you provide pros and cons) were to be implemented.

Provide examples from the literature to support the points you are making.

Discuss the pros and cons of implementing the proposed solution from an ethical principle point of view. Capella NHS-FPX4000 Assessment 3 Analyzing a Current Health Care Problem or Issue

Describe what would be required to implement the proposed solution.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

 

Assessment 3 Example [PDF].

week 5 case scenario

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week 5 case scenario

This week, complete the Aquifer case titled Family Medicine 12: 16-year-old female with vaginal bleeding and UCG.

After completing your Aquifer Case Study, answer the following questions using the latest evidenced based guidelines:

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• Discuss the questions that would be important to include when interviewing a patient with this issue.
• Describe the clinical findings that may be present in a patient with this issue.
• Are there any diagnostic studies that should be ordered on this patient? Why?
• List the primary diagnosis and three differential diagnoses for this patient. Explain your reasoning for each.
• Discuss your management plan for this patient, including pharmacologic therapies, tests, patient education, referrals, and follow-ups.

Attached is Aquifer case scenario. week 5 case scenario

Nursing Report Assignment

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Nursing Report Assignment

It is crucial to obtain a strong nurse report before beginning your shift. In addition to the nurse, the patient also benefits from it. A different nurse who will be taking over the patient’s care receives the nursing report at the conclusion of the first nurse’s shift.
Due to patient privacy, nursing reports are typically provided in an area where others cannot hear them. Try to speak quietly so that other patients and family members can’t hear you if you have to deliver a report outside of a patient’s room.

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It is highly suggested that nurses utilize the SBAR tool as guidance while giving reports. Situation, Background, Assessment, and Recommendation is referred to as SBAR. Nursing Report Assignment

The SBAR tool is a piece of paper that is typically kept in the patient’s chart and contains a summary of the patient’s history, current situation, significant medical history, allergies, doctors the patient has seen, etc. It is often updated by every shift and scribbled on in pencil.
This straightforward piece of paper can help direct nurses who are giving reports, as you can see from the SBAR above. The arriving nurse should ask the reporting nurse crucial questions about the patient’s status that might not be covered in the SBAR despite the fact that it is a fantastic tool.

  • Does that patient have any family? is one of the questions to ask during a nursing report.
  • Who is the patient’s main point of contact in the event of an emergency?
  • Are there any tests that the patient needs to be NPO for?
  • Does the patient require help eating, taking a shower, or going to the restroom?
  • Nursing ReportHow does the patient consume her medications? either needs to be swallowed or crushed?
  • How are the new meds being tolerated by the patient? Any significant changes in heart rate, blood pressure, etc.?
  • What PRN drugs is the patient taking?
  • Is the patient hurting? How can we manage the pain? Medications, and if so, what kind? When will it be due again?
  • Does the patient need a nurse to leave the floor for testing?
  • Is the patient being monitored via telemetry or not?
  • Does the patient go outside after leaving the room?
  • How well is the patient able to walk unassisted?
  • When was the patient’s last time getting out of bed?
  • Does the patient have trouble seeing or hearing?
  • Exist any unfinished medical orders that need to be fulfilled?
  • Has the patient signed an informed consent form? Are the IV tubing dates still valid or do they need to be updated today (if the patient is undergoing surgery)?
  • Is next Dressing Change Due for Wound Care?
  • Any requests or worries regarding the patient?

The questions listed above may or may not be included in the SBAR but are still important to always be aware of. Always remember to ask questions after receiving reports. The greater care you can give to your patient, the more you will know. Nursing Report Assignment

Nursing Pathophysiology Assignment

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Nursing Pathophysiology Assignment

The assignment should include each of the categories listed below. Refer to the assignment rubric for grading criteria and requirements for each section. Be sure to reach out to your professor if you have any questions.

  1. Disease Introduction
  2. Etiology & Risk Factors
  3. Pathophysiologic Processes
  4. Clinical Manifestations: Subjective and Objective Findings
  5. Clinical Manifestations: Complications
  6. Diagnostics & Pharmacological Recommendations

 

Category

Points

%

Description

Introduction of disease

The introduction statement should:

1. Be one paragraph (approximately 200 words)

2. Include the disease description

3. Include the disease epidemiology

4. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in text citations

(4 required elements)

Etiology and Risk factors

The student includes:

1. Common causes of the disease or condition

2.Risk factors for the disease or condition

3. Impact of age on disease or condition

4. Prevalence of disease based on gender

5. Genetic basis of disease

6. Lifestyle influences on disease

7. Information that is supported by current scholarly literature or course textbook, as evidenced by in text citations

8. If a listed factor is not a component of the disease the student must state so in this section

(8 required elements) Nursing Pathophysiology Assignment

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Pathophysiological processes

The student:

1. Describes changes occurring at the cellular, tissue, and/or organ level that contribute to the disease process

2. Describes adaptation of the cells and body in response to the disease

3. Relates disease processes to manifested signs and symptoms

4. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in text citations

(4 Required Elements)

Clinical manifestations: subjective and objective findings

The student:

1. Identifies subjective complaints that contribute to diagnosis of the condition

2. Identifies the body systems affected by the condition

3. Identifies physical assessment findings that contribute to diagnosis of the condition

4. Identifies pertinent laboratory tests necessary for diagnosis of condition

5. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in text citations

(5 Required Elements)

Complications & Diagnostics

The student:

1. Identifies a minimum of two (2) complications of the disease

2, Discusses the implications for the patient when complications are left untreated

3. All information is supported by current scholarly literature or course textbook as evidenced by in text citations

4. Explains the purpose of each listed laboratory and diagnostic test listed within the clinical manifestations section

5. Discusses the significance of test findings in relation to the disease process

6. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in-text citations

(6 required elements)

Pharmacologic recommendations-(20%)

The student:

1. Lists each medication individually with rationale included

2. Includes dosage, route, dosage frequency and length of treatment for each medication

3. Includes the drug classification for each medication

4. Includes the side effects of each medication

5. Includes the potential drug interactions to consider when prescribing (medications to avoid)

6. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in-text citations. Nursing Pathophysiology Assignment

(6 required elements)

Total CONTENT Points= 135 pts

ASSIGNMENT FORMAT

Category

Points

%

Description

Grammar, Syntax, APA

APA format, grammar, spelling, and/or punctuation are accurate and all cited information is paraphrased (no quotes are included in the paper)

Organization

1.  Assignment is written in the exact sequence listed  in the requirements section

2.  All required sections are included within the assignment

3.  At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook and course lectures, are provided in the reference list

4. The paper length does not exceed 3 pages, excluding title page and references. Nursing Pathophysiology Assignment

NRS 490 Entire Course

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NRS 490 Entire Course

NRS 490 Week 1 Assignment: Professional Capstone & Practicum Documentation
NRS 490 Week 1 Assignment: Individual Success Plan
NRS 490 Week 1 DQ 1
NRS 490 Week 1 DQ 2
NRS 490 Week 2 Assignment: Capstone Project WeekSelection and Approval
NRS 490 Week 2 DQ 1
NRS 490 Week 2 DQ 2

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NRS 490 Week 3 Assignment: PICOT Statement Paper
NRS 490 Week 3 DQ 1
NRS 490 Week 3 DQ 2
NRS 490 Week 4 Assignment: Literature Evaluation Table
NRS 490 Week 4 DQ 1
NRS 490 Week 4 DQ 2
NRS 490 Week 5 DQ 1
NRS 490 Week 5 DQ 2
NRS 490 Week 6 Assignment: Literature Review: Introduction, Comparison, Limitations, Conclusion
NRS 490 Week 6 DQ 1
NRS 490 Week 6 DQ 2
NRS 490 Week 7 DQ 1
NRS 490 Week 7 DQ 2
NRS 490 Week 8 DQ 1
NRS 490 Week 8 DQ 2
NRS 490 Week 9 Assignment: Benchmark: Capstone Project Change Proposal
NRS 490 Week 9 DQ 1
NRS 490 Week 9 DQ 2
NRS 490 Week 10 Assignment: Professional Capstone & Practicum Reflective Journal
NRS 490 Week 10 Assignment: Scholarly Activities
NRS 490 Week 10 DQ 1
NRS 490 Week 10 DQ 2