Diversity And Health Assessments

 
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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.

Case 1

JC, an at-risk 86-year-old Asian male is physically and financially dependent on his daughter, a single mother who has little time or money for her father’s health needs. He has a hx of hypertension (HTN), gastroesophageal reflux disease (GERD), b12 deficiency, and chronic prostatitis. He currently takes Lisinopril 10mg QD, Prilosec 20mg QD, B12 injections monthly, and Cipro 100mg QD. He comes to you for an annual exam and states “I came for my annual physical exam, but do not want to be a burden to my daughter.”

Case 2

TJ, a 32-year-old pregnant lesbian, is being seen for an annual physical exam and has been having vaginal discharge. Her pregnancy has been without complication thus far. She has been receiving prenatal care from an obstetrician. She received sperm from a local sperm bank. She is currently taking prenatal vitamins and takes Tylenol over the counter for aches and pains on occasion. She a strong family history of diabetes. Gravida 1; Para 0; Abortions 0.

Case 3

MR, a 23-year-old Native American male comes in to see you because he has been having anxiety and wants something to help him. He has been smoking “pot” and says he drinks to help him too. He tells you he is afraid that he will not get into Heaven if he continues in this lifestyle. He is not taking any prescriptions medications and denies drug use. He has a positive family history of diabetes, hypertension, and alcoholism.

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.

· Select one of the three case studies. Reflect on the provided patient information.

· Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient you selected.

· 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?

Post

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you selected. 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.

 This work should have Introduction and conclusion

– This work should have at 3 to 5current references (Year 2013 and up)

– Use at least 2 references from class Learning Resources

The following Resources are not acceptable:

1. Wikipedia

2. Cdc.gov- nonhealthcare professionals section

3. Webmd.com

CLASS LEARNING RESOURCES

**Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 1, “The History and      Interviewing Process” (pp. 1-20)

This chapter highlights history and interviewing processes. The authors explore a variety of communication techniques, professionalism, and functional assessment concepts when developing relationships with patients.

  • Chapter 2, “Cultural      Competency” (pp. 21–29)

This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices.

**Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 2, “Evidenced- Based Health Screening”      (pp. 6-9)

**Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J. (2014). Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis. Journal of Asthma, 51(7), 703–713. doi: 10.3109/02770903.2014.906605

Retrieved from the Walden Library Databases.

The authors of this study discuss the relationship between health literacy and health outcomes in African American patients with asthma.

**Centers for Disease Control and Prevention (2015). Cultural competence. Retrieved from https://npin.cdc.gov/pages/cultural-competence

This website discusses cultural competence as defined by the Center for Disease Control and Prevention (CDC). Understanding the difference between cultural competence, awareness, and sensitivity can be obtained on this website. 

**United States Department of Human & Health Services. Office of Minority Health. (2016). A physician’s practical guide to culturally competent care. Retrieved from https://cccm.thinkculturalhealth.hhs.gov/

From the Office of Minority Health, the Website offers CME and CEU credit and equips health care professionals with awareness, knowledge, and skills to better treat the increasingly diverse U.S. population they serve.

**Espey, D., Jim, M., Cobb, N., Bartholomew, M., Becker, T., Haverkamp, D., & Plescia, M. (2014). Leading causes of death and all-cause mortality in American Indians and Alaska Natives. American Journal of Public Health, 104(S3), S303-S311. 

The authors of this article present patterns and trends in all-cause mortality and leading cause of death in American Indians and Alaskan Natives.

**Wannasirikul, P., Termsirikulchai, L., Sujirarat, D., Benjakul, S., Tanasugarn, C. (2016). Health literacy, medication adherence, and blood pressure level among hypertension older adults treated at primary health care centers. Southeast Asian J Trop Med Public Health., 47(1):109-20.

The authors of this study explore the causal relationships between health literacy, individual characteristics, literacy, culture and society, cognitive ability, medication adherence, and the blood pressure levels of hypertensive older adults receiving health care services at Primary Health Care Centers.

 
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Case Report: Application Of Public Health Concepts For The Uninsure

 
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Tutor MUST have a good command of the English language

Sources need to be journal/scholarly articles. 

Use only articles that are published between 2015-2018 (except for your theory articles which will be older as you must cite primary sources).

No textbook or direct quotes

Please see attached Rubric

Details:

 

In this assignment, learners are required to write a case report addressing the personal knowledge and skills gained in this course and potentially solving an identified practice problem.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

  • This      assignment uses a rubric. Please review the rubric prior to beginning the assignment      to become familiar with the expectations for successful completion.
  • Doctoral      learners are required to use APA style for their writing assignments. The      APA Style Guide is located in the      Student Success Center.
  • This      assignment requires that at least two additional scholarly research      sources related to this topic, and at least one in-text citation from each      source be included.
  • You      are required to submit this assignment to LopesWrite. Please refer to the      directions in the Student Success Center.

Directions:

Construct a 2,500-3,000 word (approximately 10-12 pages) case report that includes a problem or situation consistent with a DNP area of practice.

  1. Review      the IOM and Kaiser Commission Report on the uninsured to develop the case      report.
  2. Apply      public health concepts to describe understanding      of the problem or situation of focus.
  3. Apply      one or more public health concepts to the recommended intervention or      solution being proposed.
  4. Develop      the case report across the entire scenario from the identification of the      clinical or health care problem through the proposal for an intervention,      implementation, and evaluation using an appropriate research instrument.
  5. Describe      the evaluation of the selected research instrument in the case report.
  6. Lastly,      explain in full the tenets, rationale      for selection (empirical evidence), and clear      application using the language of public health concepts within the case      report.

Case Report Requirements:

In addition, your case report must include the following:

  1. Introduction with a problem statement.
  2. Brief      literature review.
  3. Description      of the case/situation/conditions explained from a theoretical perspective.
  4. Discussion that includes a detailed explanation      of the synthesized literature findings.
  5. Summary of the case.
  6. Proposed solutions to remedy gaps,      inefficiencies, or other issues from a theoretical approach.
  7. Identification      of a research instrument to evaluate the proposed solution along with a      description of how the instrument      could be evaluated.
  8. Conclusion.
 
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Change Leadership: Risk Management, Safety, and Environment

 
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Change Leadership: Risk Management, Safety, and Environment

Youngberg (2011) conveys the transformation needed for effective  health care quality, risk management, and regulatory compliance on  behalf of health care leaders following the release of IOM reports (p.  293). The author stresses the importance of learning from other  industries, constructing high reliability organizations (p. 294),  developing trust and transparency (p. 296), promoting justice and  accountability (p.298), and committing to a culture of safety (p. 300);  additionally, Youngberg emphasizes the new principles for high  reliability-high performing health care organizations (p. 302).

In your initial post to this discussion:

  • Describe how transformational leaders can initiate change that  involves one or more of the concepts discussed in this unit’s readings.
  • Provide additional insights relating to leadership within the changing environment of the health care industry.
  • Include a minimum of two peer-reviewed, current journal articles in your discussion of insights.

In your initial post, include APA-formatted in-text citations and accompanying, congruent APA-formatted references.

Response Guidelines

Respond to the posts of other learners according to the Faculty  Expectations Response Guidelines. If possible, respond to one learner  who has a perspective, background, or goals that are similar to yours,  and to one learner whose perspective, background, or goals are  different. Peer responses should be substantive, and need to include one  peer-reviewed source that aligns with the discussion thread. You may  feel free to add an additional source that is new or provides a  completely different perspective. “I agree” and “Thanks for sharing your  insights” are examples of responses that do not contribute content for  enhanced learning, and are not acceptable. The goal is quality,  substantive feedback that demonstrates higher-order critical thinking  and evaluation of peers’ initial posts.

Reference

Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett.

Resources

Scorecard Analysis: Process Improvement Report

To prepare to complete this assignment, review the following  materials from the study activity in Unit 8, which are also linked in  the Resources:

  • Kaplan and Norton’s 1992 article, “The Balanced Scorecard: Measures that Drive Performance,” from Harvard Business Review. This Kaplan and Norton framework is a valuable resource for this assignment.
  • Gunduz and Simsek’s 2007 article, “A Strategic Safety Management  Framework Through Balanced Scorecard and Quality Function Deployment,”  from Canadian Journal of Civil Engineering. Note that Kaplan and Norton’s 1992 balanced scorecard framework is depicted in Figure 2 of this article.
  • Koumpouros’ 2013 article, “Balanced Scorecard: Application in the General Panarcadian Hospital of Tripolis, Greece,” from International Journal of Health Care Quality Assurance.
  • Behrouzi, Shaharoun, and Ma’aram’s 2014 article, “Applications of  the Balanced Scorecard for Strategic Management and Performance  Measurement in the Health Sector,” from Australian Health Review.
  • The updates addressed in Kaplan and Norton’s 1996 article, “Linking the Balanced Scorecard to Strategy,” from California Management Review.
  • Norton’s 2011 article, “Strategy Execution Needs a System,” which provides a brief retrospective on updates and lessons learned.

The goal of this assignment is to generate recommendations for  process improvement and organizational fitness. You will make your  recommendations for the organization you selected in Unit 7 for the  balanced scorecard PowerPoint presentation and which you presented in  the Unit 8 assignment. Apply the concepts of balanced scorecards to  create your recommendations.

To complete the assignment, write a paper in which you:

  1. Describe the selected organization, including its vision and mission.
  2. Analyze the company using any adaptation of the Kaplan and Norton  balanced scorecard framework that fits your selected organization. Use  the materials listed at the beginning of this assignment.
  3. Communicate vision, strategy, objectives, measures, targets, and  initiatives for each of the following four elements through a  macro-level discussion:      
    • Financial performance measures.
    • Internal business processes.
    • Learning and growth.
    • Customer satisfaction.
  4. Convey the organization’s values through an ethical, organizational, and directional strategy.
  5. Synthesize evidence-based and best practices into recommendations for monitoring and improving discussions.
  6. Generate one recommendation for each of the following:      
    • Process improvements.
    • Quality improvements.
    • Organizational efficiency.
    • Learning.        
      • In y our  recommendations, use specific language and include  evidence-based concepts from peer-reviewed literature, including a  minimum of four outside peer-reviewed sources.
  7. Communicate information and ideas clearly, accurately, and concisely, including reference citations and using correct grammar.

Assignment Requirements

  • Written communication: Written communication is free from errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to APA style and formatting guidelines. Use APA format for:      
    • Cover page.
    • Abstract.
    • Table of contents, including list of figures and tables.
    • Headings and subheadings.
    • Reference list.
  • Number of resources: A minimum of six resources.  The Norton and Kaplan articles, “The Balanced Scorecard: Measures that  Drive Performance” and “Linking the Balanced Scorecard to Strategy,”  will serve as two resources.
  • Length of paper: 10–12 typed double-spaced pages.
  • Font and font size: Arial, 10 point.

Note: Your instructor may also use the Writing  Feedback Tool to provide feedback on your writing. In the tool, click  the linked resources for helpful writing information.

Portfolio Prompt: You are required to save this learning activity to your ePortfolio.

Resources

 
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Nutrition And Lactation Paper

 
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How does nutrition during pregnancy to promote lactation? Breast milk is known to be the best and primary source of nutrition for babies. It’s known that many women have problems not producing enough milk, so how can nutrition affect the amount of breast milk that a mother produces?

  • Discussion of your research. This is the body of your paper. Use parenthetical citations to refer to your alphabetized bibliography. Include not only scientific evidence you found in the literature that argues for one or the other side of the debate or issue, but also your critical thinking about the information you gather. (If referring to conclusions of specific research studies, be sure to include validation, such as number of subjects or evidence of freedom from demographic bias.)
  • Conclusions. In this section, you’ll state what you learned about the topic, the answers to the questions you posed, if any, and the implications of your findings for nutritional awareness. This is the most important part of your paper because it shows what gains you have made in understanding your topic.  Include a brief review of the scientific literature that supports your conclusions.  Your discussion should not be just a regurgitation of what we can all read in our text. It should provide new information for maintaining or improving your nutritional health.   
  • Bibliography. Include an alphabetical list of all sources used, giving a full citation that can be accessed if the reader wants to obtain more information about this topic. You should have at least three (3) scholarly sources that show the quality of your research. (If you use .coms or generic sites, they should be in addition to your scientific sources.) You do not need to include your text in the bibliography.  However, if you quote or paraphrase information from your text, you should include a parenthetical citation in the body of your paper (e. g., Pope, page 345).

*APA format

*3-4 pages

 
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Prof_Marcos A.

 
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Chamberlain College of Nursing

WEEK 6 Recorded Disease Process PRESENTATION

GUIDELINES and Grading Rubric

Purpose

The purpose of the Disease Process Presentation is for learners to:

· Develop professional presentation/communication skills.

· Demonstrate an advancing understanding of pathophysiological processes of body systems that result in the diagnosis and treatment of patients who present with these disorders in these systems.

· Demonstrate the ability to analyze the literature to obtain the most current, evidence-based resources on the assigned disease process.

· Demonstrate and practice professional communication and leadership, while advancing the education of peers.

Course Outcomes

1. Analyze pathophysiological mechanisms associated with select disease states.

5. Relate research findings to the management of patients with complex pathophysiologic dysfunction.

Requirements

For Week 6 of the course, there is no case study given to you by the faculty. Instead you will be creating a recorded presentation that demonstrates your understanding of a selected disease process. This presentation will be uploaded into the course via Kaltura (see course resource for directions).

Address the following Criteria:

1. Introduce the disease with a brief definition and description.

2. Discuss the Risk Factors and the connection to the Etiology of the initial injury to the cell/tissue/organ.

3. Discuss health care provider implications for prevention of the disease.

4. Show the progression from the initial injury to the defect in the tissue, organ and system functioning.

5. Link changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease.

6. Provide a brief description of how the disease is diagnosed.

7. Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease.

8. Summarizes the disease on final slide with concluding remarks; includes implication for nurse practitioner practice.

9. Utilizes at least two current (within 5 years), peer-review scholarly sources to support presentation content.

10. Reference slide and in-text citations depict references correctly cited according to APA.

Presentation Guidelines:

· The presentation should include a PowerPoint presentation which will be recorded using the instructions located in the Course Resource section.

· The presentation should be no more than 15-20 minutes in recorded length.

· The presentation should contain appropriate evidence to support the information presented per APA format.

· Slides should be used as cues to topics and key concepts without lengthy sentences and paragraphs- reading information from slides is not professional and therefore not acceptable.

· Students need to demonstrate understanding and mastery of content by discussion style presentation.

Technology Requirements

The instructions for using Kaltura are located in the Course Resource section.

Directions and Grading Criteria

CriterionExceptionalOutstanding or highest level of performanceExceedsVery good or high level of performanceMeetsSatisfactory level of performanceNeedsImprovementPoor or failing level of performanceDevelopingUnsatisfactory level of performance
Total Points Possible = 200
Application of Course Knowledge70 Points61 Points57 Points28 Points0 Points
The recorded presentation includes clear presentation of all required concepts:-Introduction of disease with brief definition and description.-Risk factors with link to etiology provided.-Implications of health care provider in disease prevention.-Shows progression from the initial injury to the defect in the tissue, organ, and system functioning.- Links changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease.- Provides a brief description of how the disease is diagnosed.- Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease.All concepts are presented with logical thought process.The recorded presentation includes clear presentation of all required concepts and linkages, but may lack some applicability to topic or misses one criteria in some way.The recorded presentation has limited perspective, unclear linkages, insights and/or applicability to topic or does not meet one or more of the criteria of the assignment.The recorded presentation contains inaccurate information and is not consistent with current practice. No clear linkages provided. Analysis is minimal.The recorded presentation offers no insight or application to the assignment or course content.
Support from Evidence-Based Practice (EBP)60 Points52 Points49 Points24 Points0 Points
Scholarly literature is present throughout the presentation. Guidelines regarding disease prevention and pharmacological and non-pharmacological interventions are addressed and clearly analyzed.Where applicable in the recorded presentation, analysis is partially supported by evidence from appropriate sources published within the last 5 years.In-text citations and full references are provided.Evidence-based, peer reviewed journal article cited but may not fully support disease prevention and pharmacological and non-pharmacological interventions.Where applicable in the recorded presentation, analysis is partially supported by evidence.Sources may not be scholarly in nature or may be older than 5 years. Guidelines are not used.In-text citations and/or full references may be incomplete or missing.Citations to non-scholarly websites given as rationale to support disease prevention and pharmacological and non-pharmacological interventions.Presentation contains no evidence-based practice reference or citation.
50 Points44 Points41 Points20 Points0 Points
Summary of Disease ProcessSummarizes the disease using concise statements that reflect all content covered in the presentation.Implications for practice addressed.Summarizes the disease using concise statements that reflect all content covered in the presentation.Implications for practice not clearly evident.Summarizes the disease using concise statements with some content not reflected in the summary.Implications for practice not clearly evident or missing.Summary of the disease process is lacking concise statements and all content not reflected in the summary.Implications for practice not addressed or not clearly evident.No summary of the disease process provided.Implications for practice not addressed.
Professionalism/ Organization10 Points9 Points8 Points4 Points0 Points
The recorded presentation has clear audio/video. The content flows in a logical, smooth manner. Verbal pauses are limited or absent. Student speaks in a clear cadence and speed.The recorded presentation is lacking 1-2 components from the 50 point criteria.The recorded presentation is lacking 3-4 components from the 50 point criteria.Presentation presents findings that are sometimes unclear to follow and may not always be relevant to topic and concepts are difficult to follow.The audio/video are hard to hear/see. Slides contain lengthy content (student reading from slides). Presentation style lacks flow of ideas and thoughts.
Grammar, Syntax, APA10 points9 points8 points4 point0 points
APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.Two to four errors in APA format, grammar, spelling, and syntax noted.Five to seven errors in APA format, grammar, spelling, and syntax noted.Eight to nine errors in APA format, grammar, spelling, and syntax noted.Post contains ten or greater errors in APA format, grammar, spelling, and/or punctuation.
Total Points Possible= 200

NR507 W6 March 2018

 
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MN605 Discussion Board: Family Nurse Practitioner Certification

 
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Will need minimum of 300 words, APA Style, double spaced, times new roman, font 12, and Include: (3 references within years 2015-2018) with intext citations. 

Topic: Why You Need to be Nationally Certified (I am in Florida).

Discuss the significance of national certification.

How does being certified affect your scope of practice?

What is the purpose of being certified? 

Can you practice without being certified? 

Discuss the similarities and differences of a Family Nurse Practitioner (FNP) certification versus Adult Gerontology Nurse Practitioner (AGNP) certification (Difference is mainly age range of population, AGNP only sees adult patients). 

Describe the process and required documents, applications, payment, and preparation for the exam.

 
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Capstone Nursing Help

 
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Throughout the course, students will engage in weekly reflection and scholarly activities. These assignments are presented in Topic 1 to allow students to plan ahead, and incorporate the deliverables into the Individual Success Plan if they so choose.

The weekly reflective journals and scholarly activities will not be submitted in LoudCloud each week; a final, culminating submission will be due in Topic 10. No submission is required until Topic 10.

Professional Capstone and Practicum Reflective Journal

Students are required to maintain weekly reflective narratives throughout the course to combine into a final, course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This course-long journal assignment will be due in Topic 10.

In each week’s entry, you should reflect on the personal knowledge and skills gained throughout the Professional Capstone and Practicum course. Your entry should address a variable combination of the following, dependent on the specific practice immersion clinical experiences you encountered that week:

  1. New practice approaches
  2. Intraprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Population health concerns
  6. The role of technology in improving health care outcomes
  7. Health policy
  8. Leadership and economic models
  9. Health disparities

In the Topic 10 submission, each of the areas should be addressed in one or more of the weekly entries.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how they met competencies and course objectives.

Scholarly Activities

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

In Topic 10, you will submit a summary report of your scholarly activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

 
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Identifying A Health Care-Related Problem And A Target Population

 
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Identifying a Health Care-Related Problem and a Target Population

 

Take a few minutes to think about the most pressing health-promotion and disease-prevention issues, such as those identified in “Healthy People 2020” and the Institute of Medicine’s Future of Nursing. Which one most calls your attention? Maternal, infant, and child health? Health communication and health information technology? Immunization and infectious diseases?
 

This course provide a venue for addressing issues such as one of these through the design of a program and associated evaluation. In order to design an effective program though, it is critical to narrow the focus from one of these larger issues to a specific problem and a target population.
 

This Discussion provides a forum through which you and your colleagues may support each other in first selecting a health-promotion and disease-prevention issue of national significance, and then identifying a problem and a target population to guide your program planning and evaluation efforts in this course.
 

To prepare:

 

  • Examine      the topics presented in “Healthy People 2020” and the Institute      of Medicine’s Future of Nursing. Select a health-promotion and      disease-prevention issue of national significance that has particular      resonance or appeal for you.
  • Review      literature related to the issue you have selected and, specifically, the      problem and target population you may choose to focus on as you move      forward with program planning.
  • Review      this week’s course text readings. What questions or concerns, if any, do      you have about how to identify a problem and a target population for      program planning and evaluation?

     

Note: For Application 1, you need to identify a health care–related problem and a target population to guide program planning as you move forward in the course. If you have not already done so, read the instructions for Application 1 (provided this week) as your work on this Discussion to guide your development of that assignment.
 

By tomorrow Tuesday 12/04/18 by 6pm, post a minimum of 550 words in APA format with at least 3 references from the list of the “Required Readings” below. Include the level one header as numbered below:

Post a cohesive scholarly response that addresses the following:

 

1) Share the national health-promotion and disease-prevention issue you have selected. Describe the problem and target population you will most likely choose for Application 1, as you have considered it thus far (See the list of topic areas below and select one).

 

2) Provide your evaluation of the impact of the problem on population health using citations from existing literature.

 

3) Pose any questions or concerns you have related to your problem and target population, your literature review, and/or other issues related to designing and evaluating programs. Ask your colleagues for support in addressing these questions or concerns.

Topic Areas (Select one to answer question 1 above [make sure to select the one that would be easy to research and develop as all the many upcoming assignment will be based on it. Choose carefully please]).

The Topic Areas of Healthy People 2020 identify and group objectives of related content, highlighting specific issues and

populations. Each Topic Area is assigned to one or more lead agencies within the federal government that is responsible

for developing, tracking, monitoring, and periodically reporting on objectives.

1. Access to Health Services

2. Adolescent Health

3. Arthritis, Osteoporosis, and Chronic Back

Conditions

4. Blood Disorders and Blood Safety

5. Cancer

6. Chronic Kidney Disease

7. Dementias, Including Alzheimer’s Disease

8. Diabetes

9. Disability and Health

10. Early and Middle Childhood

11. Educational and Community-Based Programs

12. Environmental Health

13. Family Planning

14. Food Safety

15. Genomics

16. Global Health

17. Healthcare-Associated Infections

18. Health Communication and Health Information

Technology

19. Health-Related Quality of Life and Well-Being

20. Hearing and Other Sensory or Communication

Disorders

21. Heart Disease and Stroke

22. HIV

23. Immunization and Infectious Diseases

24. Injury and Violence Prevention

25. Lesbian, Gay, Bisexual, and Transgender Health

26. Maternal, Infant, and Child Health

27. Medical Product Safety

28. Mental Health and Mental Disorders

29. Nutrition and Weight Status

30. Occupational Safety and Health

31. Older Adults

32. Oral Health

33. Physical Activity

34. Preparedness

35. Public Health Infrastructure

36. Respiratory Diseases

37. Sexually Transmitted Diseases

38. Sleep Health

39. Social Determinants of Health

40. Substance Abuse

41. Tobacco Use

42. Vision

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

  • Chapter 2, “Paint a Picture of Your Target Population:      Assessing Assets and Problems” (See      attached file).

This chapter presents valuable information for identifying your target population during program planning. Note: Some of the information in this chapter extends into needs assessment, which will be addressed in Week 4.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

  • Review Chapter 1, “Contemporary Issues in Social      Services Program Planning and Administration” (See attached file).
  • Review Chapter 3, “Understanding Social Problems” (See attached file).

Review these chapters as needed to help you identify a health care-related problem for program planning and evaluation. For instance, you may find the problem analysis information on page 13 and pages 38–39 beneficial.

Adams, J. & Kaplow, R. (2013). A sitter reduction program in an acute health care system. Nursing Economics$, 31(2), 83–89.

Pinto, B.M., Waldemore, M., & Rosen, R. (2015). A community-based partnership to promote exercise among cancer survivors: Lessons learned. International Journal Behavioral Medicine, 22, 328–335 doi 10.1007/s12529-014-9395-5 

Tompa, E., deBoer, H., Macdonald, S., Alarngir, H., Koehoorn, M., & Guzman, J. (2016). Stakeholders’ perspectives about and priorities for economic evaluation of health and safety programs in healthcare. Workplace Health and Safety, 64(4), 163–174 DOI: 10.1177/2165079915620201.

Leading Health Indicators. (n.d.). Retrieved March 22, 2017, from https://www.healthypeople.gov/2020/Leading-Health-Indicators 

National Database of Nursing Quality Indicators. (n.d.). Retrieved March 22, 2017, from http://www.pressganey.com/solutions/clinical-quality/nursing-quality 

U.S. Department of Health and Human Services. (2010). Healthy People 2020. (n.d.). Retrieved March 22, 2017, from https://www.healthypeople.gov/sites/default/files/HP2020_brochure_with_LHI_508_FNL.pdf 

IOM Future of Nursing Report. (n.d.). Retrieved March 22, 2017, from http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/IOM-Future-of-Nursing-Report-1

Required Media

Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file}. Baltimore, MD: Author.

You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.

In these videos, Dr. Melissa Willmarth, Dr. Debora Dole, and Dr. Donna Shambley-Ebron provide insights related to defining health care-related problems.

Optional Resources

Algera, M., Francke, A. L., Kerkstra, A., & Van der Zee, J. (2004). Integrative literature reviews and meta-analyses: Home care needs of patients with long-term conditions: Literature review. Journal of Advanced Nursing, 46(4), 417–429.

This article compares literature in the field to determine a profile for people with long-term health care conditions who utilize home care services.

Madden, S. G., Loeb, S. J., & Smith, C. A. (2008). An integrative literature review of lifestyle interventions for the prevention of type II diabetes mellitus. Journal of Clinical Nursing, 17(17), 2243–2256.

This article is an example of an integrative literature review that identifies aspects of nursing programs aimed at prevention of type II diabetes, effectiveness of such programs, and compliance with lifestyle changes after such programs.

 
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Assignment Guidelines NR224 Fundamentals – Skills

RUA: Patient Safety Goals Revised 07/22/18

1

Required Uniform Assignment: National Patient Safety Goals

PURPOSE This exercise is designed to increase the students’ awareness of the National Patient Safety Goals developed by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award- winning patient safety program designed to help patients promote their own safety by proactively taking charge of their healthcare.

COURSE OUTCOMES This assignment enables the student to meet the following course outcomes.

CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)

CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO #8)

DUE DATE Week 6

POINTS 50 points

REQUIREMENTS 1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper

website: https://www.jointcommission.org/topics/speak_up_campaigns.aspx

2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your critique and include current nursing or healthcare research to support your critique.

a. The length of the paper is to be no greater than three pages, double spaced, excluding title page and reference page. Extra pages will not be read and will not count toward your grade.

3. This assignment will be graded on quality of information presented, use of citations, and use of Standard English grammar, sentence structure, and organization based on the required components.

4. Create the review using a Microsoft Word version that creates documents with file names ending in .docx. This is the required format for all Chamberlain documents.

5. Any questions about this paper may be discussed in the Q & A Forum in Canvas or directly with your faculty member.

6. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper- and lowercase, bold, centered).

a. Introduction b. Summary of Brochure c. Evaluation of Brochure d. Conclusion

Assignment Guidelines NR224 Fundamentals – Skills

RUA: Patient Safety Goals Revised 07/22/18

2

PREPARING THE PAPER The following are the best practices in preparing this paper.

Read the brochure carefully and take notes. Highlighting important points has been helpful to many students.

1) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224 Fundamentals—Skills, faculty name, and the date. Center all items between the left and right margins, beginning approximately 3 inches from the top margin.

a. NOTE: This style of cover page is required by the college and is a variance of APA formatting.

2) Use the CCN library or online library to find current nursing research that supports your findings. 3) The brochure you select must be properly cited in the body of your paper and on the reference list. 4) The brochure selected must be submitted with your work.

DIRECTIONS AND GRADING CRITERIA

Category Points % Description

Introduction 3 6 This first part of your paper should be one paragraph that includes the brochure title, date published, and your understanding of who the information would benefit.

Summary of the brochure’s recommendations

10 20 Summary of brochure must include 1. main topics discussed; and 2. how communication between patients and healthcare providers

is encouraged.

Evaluation of the brochure

20 40 Critique the brochure. Include a full one- to two-page critique that answers all of the following questions.

1. What was done well, and what could have been improved in the brochure?

2. Why did this topic interest you? 3. Was the information provided in the brochure beneficial? Could

you incorporate it in your patient education? 4. Was the information presented clearly? 5. Did current nursing or healthcare related research support the

information presented in the brochure? 6. What population or individuals does this article apply to (i.e.,

who will benefit the most from this brochure)? Who else can use this information?

7. Will this information increase patient safety? Defend your answer.

Conclusion 5 10 An effective conclusion identifies the main ideas and major support points from the body of your report. Minor details are left out. Summarize the benefits of following the brochure’s advice to a person at risk.

Clarity of writing 10 20 Use Standard English grammar and sentence structure. No spelling or typographical errors (typos) are present. The paper is organized around required components, using appropriate headers.

Assignment Guidelines NR224 Fundamentals – Skills

RUA: Patient Safety Goals Revised 07/22/18

3

APA format 2 4 All information taken from another source, even if summarized, must be cited in the paper and listed in the references using (APA sixth ed.) format.

1. Document setup 2. Title and reference pages. 3. Citations in the text and reference page.

Total 50 100%

Assignment Guidelines NR224: Fundamentals-Skills

RUA: Patient Safety Goals Revised 07/22/18 4

GRADING RUBRIC Assignment Criteria Outstanding or Highest Level of

Performance A (92–100%)

Very Good or High Level of Performance B (84–91%)

Competent or Satisfactory Level of Performance C

(76–83%)

Poor, Failing or Unsatisfactory Level of Performance F (0–

75%)

Introduction

3 points

Introduction provides a full and complete identification of the brochure, including the brochure title, date published, and understanding of who the information would benefit.

3 points

Partial identification of required elements OR introduction contains no required elements OR no introduction

0–2 points

Summary of the article

10 points

Summary is complete and thoroughly covers all required elements.

10 points

Summary is complete and is missing no more than one required element.

9 points

Summary is complete and is missing no more than two required elements.

8 points

Summary is incomplete or not included and is missing more than one required element.

0–7 points

Evaluation of the Article

20 points

Critique of article demonstrates critical thinking and answers all required questions and supported findings with current nursing research.

19–20 points

Critique demonstrates basic understanding of article, answers all but one of the required questions, and/or does not support findings with current research.

17–18 points

Critique demonstrates basic understanding of article, answers all but two or three of the required questions, and/or does not support findings with current research.

16 points

The critique of the article is poor, lacks critical or original thinking, and fails to answer two or more questions

0–15 points

Conclusion

5 points

Original explanation is well evidenced and developed.

5 points

Original explanation is present and well evidenced, yet not well developed.

4.5 points

Original explanation is present, though not well evidenced or developed.

4 points

Conclusion is omitted, OR no original explanation is present in conclusion.

0–3 points

Clarity of writing

10 points

Paper has excellent use of Standard English, showing original thought, has no spelling or grammar errors, and is well organized.

10 points

Paper has some evidence of own expression and competently uses language, no more than two spelling or grammar errors, and is well organized.

9 points

Paper has some evidence of own expression and competently uses language, no more than four spelling or grammar errors, and is well organized.

8 points

Language needs development. There are five or more spelling and/or grammar errors, and paper is poorly organized.

0–7 points

Assignment Guidelines

RUA: Patient Safety Goals Revised 07/22/18 5

APA, grammar, spelling and/or punctuation contain multiple errors, and/or many citations are missing.

0 points

Paper has three to five errors in APA format, grammar, spelling, and syntax and/or one–two citations are missing.

1 point 2 points

Paper correctly follows APA format with no more than two types of errors. APA format

2 points

Total Points Possible = 50 points

 
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Post- Britan- Policy

 
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Respond to this post with a positive response :

Ask a probing question, substantiated with additional background information, evidence or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Use  references

EXAMPLE OF A REFERENCE:

If you cannot locate a doi number, this is how the reference should look: 

Quelly, S. B. (2017). Characteristics Associated with School Nurse Childhood Obesity Prevention Practices. Pediatric Nursing, 43(4). Retrieved from https://www.pediatricnursing.net/issues/17julaug/abstr5.html

                                              Main Post

In order to reform the healthcare system, strong leadership is needed to make that transformation and that leadership needed comes from all levels within an organization. Nurses need leadership skills and to be full partners with other health professionals in the efforts to redesign the health care system. It is crucial for nursing research and practice to develop improvements in care based on best evidence-based practices. Nurse leaders must be able to interpret new research findings and incorporate those into practice and education in order to advocate for policy change. Nurses are vital in identifying problems in the work environment, executing a plan for improvement, tracking it over time, and adjusting as needed to establish the best possible outcomes.  

From the information in box 7.3, “Research Priorities for Transforming Nursing Leadership,” one of the topics is the identification of skills and knowledge most critical to leaders of healthcare organizations.  This is important to me as I further my education to pursue a career in advanced nurse practitioner. The unique position that advanced nurse practitioners are in is they still posses the qualities of a nurse such as communication skills, attention to detail, empathy, emotional stability, problem-solving skills, and respect but are specialized to diagnose illnesses and conditions, interpret diagnostic tests, provide counseling, and prescribe medication as needed. According to the article in the Journal of Professional Nursing, Reforming health care means fixing escalating costs, providing accessibility and quality care to patients, and addressing personnel shortages in various health disciplines. Nurse practitioners are in a position to utilize their skills and knowledge to increase those shortcomings in various health disciplines and to provide high-quality more cost-effective care. 

It is essential for nurses to possess leadership skills to be able to contribute to patient safety and quality of care effectively. These skill sets include being able to work in a team, knowledge of the healthcare delivery system, and holding themselves and others accountable. Collaboration amongst all levels within an organization has been proven to demonstrate more significant results with patient outcomes, cost, and job satisfaction. Education and self-confidence are essential attributions in a leader to advocate for needed changes in health care. 

References

Archibald, M. M., & Fraser, K. (2013). The Potential for Nurse Practitioners in Health Care Reform. ScienceDirect, 29(5), 270-275. Retrieved from https://www-sciencedirect-com.ezp.waldenulibrary.org/science/article/pii/S8755722312001883?

Barnes, H., Maier, C. B., Sarik, D. A., Germack, H. D., Aiken, L. H., & McHugh, M. D. (2016, May 13). Effects of Regulation and Payment Policies on Nurse Practitioners’ Clinical Practices. Medical Care Research and Review, 74(4). Retrieved from https://journals-sagepub-com.ezp.waldenulibrary.org/doi/full/10.1177/1077558716649109?

Shaughnessy, M., Griffin, M. Q., Bhattacharya, A., & Fitzpatrick, J. J. (2018, November). Transformational leadership practices and work engagement among nurse leaders. The Journal of Nursing Administration, 48(11), 574-579. https://doi.org/10.1097/NNA.0000000000000682

 
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