Adjusting the Personality Challenges”Purpose of assignment -mea.docx

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“Adjusting the Personality Challenges” Purpose of assignment -measure students ability to: (1) cope, and discuss issues related to human growth and behavior: Personality and adjustment individually and within societies/cultures, economics, marriage & family, racial, ethnic, and discrimination dilemmas, politics, domestic violence, technologies, i.e., Internet/social media, etc.,* (2) examine case studies and to evaluate and analyze the influence of major contributions to the field of personality and adjustment (psychology) as the discipline relates to well being, personality and adjustment, as well as social problems in terms of psychological research and theories, environment, heredity, and culture on one’s character or personality, and psychosocial, cognitive, and general development; and (3) demonstrate proficiency in using information literacy skills to produce individual/group papers, projects and presentations. *See skill set outcome and #s 1, 2 and 3 on your syllabus. Objectives: To understand the milestones and goals of personality psychology as it relates to family, work, school, social problems, coping strategies, social well-being, human behaviors and growth, and to also gain exposure to understanding theory, concepts, and research. (1) A. Provide a description and/or definition of the personality dilemma. B. Identify specific local community resources, such as phone numbers and contact information, and program details that are available to support an individual, group, or family for your chosen social dilemma. (2) Research your personality challenge and include one peer-reviewed, professional journal, one national or state organization Website, and three additional reference sources in your presentation. You may use all or one of these local jurisdictions to complete your group project: 1. Washington, D.C., or 2. a specific county in Maryland, 3. or northern Virginia, to gather your research and search for resources. Pick 1 Topic for the project: 1. Your boyfriend or girlfriend is of a different background, race and culture. Your parents (and some other family members) do not approve of the relationship. 2. Your young, married brother is being battled by his wife (same age). 3. Your best friend has come to you for help. Someone has posted him/her on the Internet cybersexing, and s/he is up for an interview with a reputable company soon. .

Education

You may use all or one of these local jurisdictions to complete
your group project: 1. Washington, D.C., or 2. a specific county
in Maryland, 3. or northern Virginia, to gather your research
and search for resources.
Pick 1 Topic for the project:
1. Your boyfriend or girlfriend is of a different background,
race and culture. Your parents (and some other family members)
do not approve of the relationship.
2. Your young, married brother is being battled by his wife
(same age).
3. Your best friend has come to you for help. Someone has
posted him/her on the Internet cybersexing, and s/he is up for an
interview with a reputable company soon.

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Describe and/or define critical thinking. In what ways may critical thinking differ from the acquisition of information or development of a skill.? How do you (personally) know whether you are thinking critically? 300 words only. Question 2: Ethics, Values, and Social Responsibility (4 pages) Instructions: Ethics has been broadly defined as concerning certain issues or situations as being fair/unfair, right/wrong, or just/unjust according to the values adopted by a given culture or society. These values act as the acceptable standards developed and nurtured by society. As societies have developed and become more knowledge-oriented and socially alert, the need for social responsibility has increased. According to Davis and Blomstrom (1975), social responsibility is “the obligation of decision makers to take actions which protect and improve the welfare of society as a whole along with their own interests” (p. 39). Throughout the course of your graduate studies, you have studied a variety of social problems and issues. • Identify and discuss the top five (5) ethical issues confronting your field of study. My area of study is the LEGAL field. • After you have briefly addressed each ethical issue, then rank them according to the literature in your field of study and/or by the importance placed upon them by the current media. As you rank them, please document your sources and justification for the ranking. • Analyze each ethical issue according to its impact on the field, relevance to the current and future stakeholders in the field, and make any and all recommendations for improving such ethical issues, situations or dilemmas that impact your field of study. During this analysis, please consider the issue of social responsibility and how leaders in your field have addressed these ethical issues. Submission: The various assignments for this course should be submitted as Word.doc attachments. PAPER IS CHECKED FOR ORIGINALTY VIA TURNITIN.COM. 3-4 references needed in APA Format. .

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Discussion 2: The Impact of Diversity Understanding the impact of diversity on an individual’s cognitive, physical, and social-emotional developmental processes requires an examination of a multitude of characteristics, including gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. In addition, behavior within a group is important to examine, along with the similarities and differences of behaviors and attitudes across groups. The goal of understanding the impact of diversity is not to determine whether one group is inferior to another, but to gain an appreciation of the breadth and depth of variability in human behavior. Cross-cultural investigation allows for the testing of theoretical concepts and predictions to evaluate their generalizability (Jensen, 2012). Another outcome of studying the results of cross-cultural research is that, as a psychology professional, you will be better equipped to empathize with and advocate for those you will be serving. For this Discussion, you will explore how diversity shapes and influences cognitive and social-emotional developmental processes. To prepare for this Discussion: Review and consider the same fictional human character from your Discussion 1 for this week. Also, consider only the cognitive and social-emotional developmental processes and how diversity * shapes and influences these processes. *Diversity includes but is not limited to gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, physical ability, etc. It is not the same as adversity , which refers to a difficulty or tragedy in one’s life. Think about the kinds of attitudes and behaviors that might be generated from someone who grew up in a collectivist society, which is common in Asian cultures, compared to the attitudes of someone who grew up in an individualistic society, such as that found in the United States. By Day 4 Post a 1- to 2-sentence description of the fictional human character (i.e., cartoon character, film/TV character, virtual character) you selected. Then, explain how diversity might shape and influence his/her cognitive and social-emotional developmental processes. Be specific in your post and provide examples. Use your Learning Resources and/or other scholarly sources to support your post. Use proper APA format and citations to support your post. ...

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Discussion: Schools, Peers, and Media Influences on Childhood Behavior and Beliefs Schools, peers, and the media can impact a child's development. In schools, teachers play a role in encouraging academic success and student involvement. The characteristics of the school itself also can influence student involvement. For example, larger schools increase the sense of anonymity in students, and teachers are often hard-pressed to provide individualized instruction. Peers aid in socialization, often through the act of play. Even young children begin to prefer to play with other children rather than play by themselves or with adults. Children often model their behaviors based on their peers. Peers can reinforce behaviors (which may be desirable or undesirable by caregivers or teachers), encourage socially appropriate behavior and attitudes, establish age-related values, and help children learn how to interact with others. Although television and electronic media impact a child's development, keep in mind that they only provide the medium for delivery of the message. The medium itself is neither inherently good nor bad. However, the harmful effects of television content (e.g., violence can increase aggressive behavior in viewers; stereotyped portrayals of ethnic and minority groups can leave viewers with inaccurate beliefs about these groups) are more readily recalled than the beneficial influences of some content (e.g., programs such as Sesame Street teach basic cognitive and pro-social skills to their young viewers). For this Discussion, you will examine social-development theories as they relate to the impact of schools, peers, and media. To prepare for this Discussion: Review this week’s Learning Resources and consider social-emotional development theories as they relate to the impact of schools, peers, and media. Select a current event or news item about a child/children in which the impact of schools, peers, or media was integral. By Day 4 Post a brief description of the event or news item you selected. Then conceptualize and explain this event within the framework of social-emotional development theories. Be sure to include references to the impact of schools, peers, and/or media specific to the event or item. Provide a reference to the current event or news item and a link, if possible. Use proper APA format and citations. By Day 6 Respond to at least one of your colleagues’ posts and explain how diversity (e.g., culture, sexual orientation, gender beliefs) might impact individuals' responses to this event. Return to this Discussion in a few days to read the responses to your initial posting and answer any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues' comments. Submission and Grading Information Grading Criteria To access your rubric: Week 7 Discussion Rubric Post by Day 4 and Respond by Day 6 .

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Develop a 4-5 page analysis of your experience with gender socialization. In doing so, analyze how gender is created by society, specifically looking at children's toys and/or clothing. Culture is the glue that holds a society together—it is what encourages the members of that society to cooperate with each other as much as possible. We learn culture through socialization, the lifelong social experience. From birth we are taught how to be members of our society. The most common agents of socialization are our family, peers, school, and media. The family, for example, influences a child's development by such things as the way the parents hold the baby, look at it, talk to it, and respond to its needs. We take on typical gender roles from the beginning as girls are given pink clothes while boys are given blue. Family socialization is reinforced or modified by experiences at school and with peers, by the mass media, and by interaction with others. Socialization, the lifelong social experience through which we learn culture, is vital to becoming members of a society. In this assessment, we look at the sociological concepts of culture and socialization and how they impact our behavior and attitudes. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Examine how theory and sociological concepts apply to everyday life. Identify gender-specific childhood clothing and/or toys. Competency 2: Explain the basic tools of sociological inquiry. Summarize gender socialization sources. Explain the validity and helpfulness of gender socialization sources. Competency 4: Analyze the influence of culture on both the individual and society. Describe the impact of gender-specific messages towards one's self. Analyze how gender-specific messages of childhood clothing and/or toys reflect larger societal expectations. Competency 6: Compose text that articulates meaning relevant to its purpose and audience. Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics. For this assessment, you analyze how gender is created by society, specifically looking at children's toys and/or clothing. The purpose of this assessment is twofold: It helps you to start thinking about the impact of socialization on your life as a starting point. This first analysis will be used again for Assessment 6. It also requires you to locate and evaluate resources on socialization and these resources may be used in Assessment 6. Deliverable Write an essay in which you complete all of the following: PART 1 Examine the toys and clothing you had as a child. Describe the clothing and toys from your childhood and identify which were gender-specific. PART 2 Examine your experience with gender socialization. Describe t.

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ED 533 Curriculum Foundations Case Study Guidelines and Rubric Prompt: Case studies are integral to this course and to the education setting. Careful analysis of each case study is required. When an analysis is completed, it should read a narrative of summarizing, explaining your findings, and your recommendations for solving the given problem. Guidelines for Submission: Your case study should be a minimum of 4 pages Word document, double spaced, with 12-point Times New Roman font, one-inch margins, and APA citations and a cover and reference page. Critical Elements Requirements 2 points 1 point 0 Point Value Identification of the main issues and/or problems ALL Issues and/or problem identified in the case study. Identifies and understands all the main issues in the case study. Identifies and understands some of the main issue in the case study. Does not identify and understands the main issues in the case study. Literature of Review Articles and/or references must be within last 7 years. Excellent research and documented associations between problems or questions and key course concepts and some (2 or more) use of corroborating sources. Limited research and associations between the problems or questions and key course concepts and no use of corroborating sources. Incomplete research and associations between the problems or questions and key course concepts and no use of corroborating sources. Analysis of the key issues ALL issues must be analyzed. Insightful and thorough analysis of all the key issues. Incomplete analysis of some of the key issues. Incomplete analysis of the key issues. Effective solutions and/or recommendations MUST provide method of comparison between alternatives. Well-reasoned, logical and documented comments on solutions, or proposals for solutions, to all issues stated in the case study. Shallow analysis of solutions or recommendations with some evaluation method. Incomplete analysis of solutions or recommendations with no evaluation method. Writing Skills/Professional Presentation MUST include overall composition, structure, grammar, spelling, punctuation, and APA citation. There are no spelling or grammatical errors. Ideas are clearly presented and references are used and cited. There are a several spelling errors and grammatical mistakes. Some ideas are clearly presented. Some references are not cited. There are many spelling errors and grammatical mistakes. Ideas are hard to follow. References are not used nor cited. TOTAL Public Opinion and the Media in Foreign Policy When we talk about the impact of public opinion and foreign policy, it ...

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History 1301 Writing Assignment #1 Due September 23 by 5 pm central time Directions: Students are to answer the questions using the assigned readings for the week. Students will submit the responses to all of the question to the online discussion board and to safe assign. Students will need to respond to at least one classmate and to the instructor. All work must include references and/or citations. Minimum word count for each question is 150 words. Please consult the grading rubric for assignments guidelines. To prepare for this Discussion students are to review Unit 1 and 2. After reviewing Units 1 and 2 answer the following questions in the discussion board. Students will need to select at least five questions to answer from unit 1 or 2. Please note that students will need to use all questions to prepare for examinations. Unit 1 Questions Question 1: Before taking this course, please share your understanding of American history. What knowledge or understanding do you have about U.S. History? (If this is your first course, please share this.) After reviewing Unit 1, please share what ideas or concepts that were connected to what you already knew before taking this course. What ideas or theories presented from the reading were new to you? OR If you were to define history, what would you offer as a definition? Question 2: Consider the early indigenous groups that lived in the New World. After reviewing lessons 1-2 and reviewing the films, identity at least three Native groups that were living in the New World. Do you agree that the Columbian Exchange impacted Native Americans? Please explain why or why not. Question 3: Several groups began arriving to the New World after 1492. Identify at least one group from lessons 3-4 that were discussed. Who was this group and discuss their lives before and after they arrived to the Americas. Discuss your understanding of the individual groups that began to establish live in the new world (Example: Puritans, Pilgrims, Quakers and other groups). Question 4: Select at least one film from Unit 1. What was the film. What insights did you gain from the film about American history? Please specific which specific individuals, groups, or movements were discussed in this film. Unit 2 Questions Question 1: Share your understanding about colonial life in America during this time. Identify some of the ongoing conflicts that you found that existed between the colonists and Native tribespeople, the colonist and Great Britain and the colonists with others. Question 2: What would you consider the leading events or origins of the American Revolution? Do you believe that the French and Indian War influenced this conflict? Please share your reasoning why or why not? Question 3: Identify at one of the events either leading up to the American Revolution or an event that occurred during the American Revolution. What was this event? What is you ...

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Assessment 4 Instructions Health Promotion Plan Presentation.docx

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Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care *NEED A SCRIPT FOR THIS, THANK YOU* Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care. As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration. 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 2: Analyze the relevance and potential effectiveness of evidence when making a decision. Reflect on which evidence was most relevant and useful when making decisions regarding the care plan. Competency 3: Apply an evidence-based practice model to address a practice issue. Explain the ways in which an EBP model was used to help develop the care plan. Competency 4: Plan care based on the best available evidence. Propose an evidence-based care plan to improve the safety and outcomes for a patient. Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence. Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team. Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style. Professional Context Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care. Scenario The Vila Health: Remote Collaboration on Evidence-Based Care simu.

Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docx

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Assessment 4 Cost Savings Analysis OverviewPrepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4–5 pages in length. Information plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients. The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation's health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs. Describe ways in which care coordination can generate cost savings. Competency 2: Explain the relationship between care coordination and evidence-based data. Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model. Competency 3: Use health information technology to guide care coordination and organizational practice. Explain how care coordination can promote improved health consumerism and effect positive health outcomes. Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. Present cost savings data and information clearly and accurately. Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Competency Map CHECK YOUR PROGRESS Use this online tool to track your performance and progress through your course. APA Module . Academic Honesty & APA Style and Formatting . APA Style Paper Tutorial [DOCX] . Capella Resources ePortfolio . Research Resources You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriat.

Assessment 4Cost Savings AnalysisOverviewPrepare a spreads.docx

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Assessment 4 Instructions: Final Care Coordination Plan For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient. NOTE : You are required to complete this assessment after Assessment 1 is successfully completed. Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life. This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem. You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. 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. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Competency 2: Collaborate with patients and family to achieve desired outcomes. Use the literature on evaluation as a guide to compare learning session content with best practices. Competency 3: Create a satisfying patient experience. Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document.. Competency 4: Defend decisions based on the code of ethics for nursing. Make ethical decisions in designing patient-centered health interventions. Competency 5: Explain how health care policies affect patient-centered care. Identify relevant health policy implications for the coordination and continuum of care. Preparation In this assessment, you will implement the preliminary care coordination plan yo.

Assessment 4 Instructions Final Care Coordination Plan .docx

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Assessment 3 PRINT Patient Discharge Care Planning prepare a written analysis of key issues, 6–7 pages in length, applicable to the development of an effective patient discharge care plan. The Institute of Medicine's 2000 report To Err Is Human : Building a Safer Health System identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety. SHOW LESS Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs. Explain how HIT can be used to provide a longitudinal, patient-centered care plan across the continuum of care. Competency 2: Explain the relationship between care coordination and evidence-based data. Describe ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional idea development. Competency 3: Use health information technology to guide care coordination and organizational practice. Explain how information collected from client records can be used to positively influence health outcomes. Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. Write clearly and concisely, using correct grammar and mechanics. Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Reference Institute of Medicine. (2000). To err is human: Building a safer health system . Washington, DC: National Academies Press. Competency Map CHECK YOUR PROGRESS Use this online tool to track your performance and progress through your course. Toggle Drawer ResourcesHealth Informatics Mosier, S., & Englebright, J. (2019). The first step toward reducing documentation: Defining ideal workflows. CIN: Computers, Informatics, Nursing, 37 (2), 57–59. Yang, Y., Bass, E. J., Bowles, K. H., & Sockolow, P. S. (2019). Impact of home care admission nurses' goals on electronic health record documentation strategies at the point of care. CIN: Computers, Informatics, Nursing, 37 (1), 39–46. SHOW LESS Writing Resources You are encou.

Assessment 3PRINTPatient Discharge Care Planning .docx

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Assessment 4 Context Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero. Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true. In this context you will be studying the details of the first type of test again, with the added capability of comparing the means among more than two group at a time. This is the same type of test of difference between group means. In variations on this model, the groups can actually be the same people under different conditions. The main idea is that several group mean values are being compared. The groups each have an average score or mean on some variable. The null hypothesis is that the difference between all the group means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups. One might ask why we would not use multiple t tests in this situation. For instance, with three groups, why would I not compare groups one and two with a t test, then compare groups one and three, and then compare groups two and three? The answer can be found in our basic probability review. We are concerned with the probability of a TYPE I error (rejecting a true null hypothesis). We generally set an alpha level of .05, which is the probability of making a TYPE I error. Now consider what happens when we do three t tests. There is .05 probability of making a TYPE I error on the first test, .05 probability of the same error on the second test, and .05 probability on the third test. What happens is that these errors are essentially additive, in that the chances of at least one TYPE I error among the three tests much greater than .05. It is like the increased probability of drawing an ace from a deck of cards when we can make multiple draws. ANOVA allows us do an "overall" test of multiple groups to determine if there are any differences among groups within the set. Notice that ANOVA does not tell us which groups among the three groups are different from each other. The primary test.

Assessment 4 ContextRecall that null hypothesis tests are of.docx

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Assessment 3 PRINT Letter to the Editor: Population Health Policy Advocacy Write a 3–5 page letter to the editor of an academic or professional journal. Your submission should be succinct yet substantive. Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy. SHOW LESS Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes. Evaluate the current state of the quality of care and outcomes for a specific issue in a target population. Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population. Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes. Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population. Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy. Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy. Advocate for policy development in other care settings with regard to a specific issue in a target population. Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support assertions, correctly formatting citations and references using APA style. Competency Map CHECK YOUR PROGRESS Use this online tool to track your performance and progress through your course. Toggle Drawer C.

Assessment 3PRINTLetter to the Editor Population Health P.docx

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Assessment 3 Instructions: Disaster Recovery Plan Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team. As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Professional Context Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents. This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations. Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Competency 2: Propose health promotion strategies to improve the health of populations. Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts. Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Explain how health and governmental policy affect disaster recovery efforts. Competency 4: Integrate principles of social justice in community health interventions. Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Competency 5: Apply professional, scholarly .

Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docx

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Assessment 3 Instructions: Professional Product Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product. Important: You must complete all of the assessments in order for this course. For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options. The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience. A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product. Reminder: For this assessment, you are required to log in CORE ELMS the hours that you spend in remote contact with a patient (who could be a friend or family member). Three hours of remote contact is the minimum total amount of time required in this course. Planning time is not included and need not be logged. As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership. 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: Lead people and processes to improve patient, systems, and population outcomes. Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan. Competency 2: Make clinical and operational decisions based upon the best available evidence. Justify decisions related to developing a professional product with relevant research, evidence, and best practices. Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care. Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.

Assessment 3 Instructions Professional Product Develop a .docx

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Assessment 3 Instructions: Care Coordination Presentation to Colleagues Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation. Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively. This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. 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 2: Collaborate with patients and family to achieve desired outcomes. Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes. Competency 3: Create a satisfying patient experience. Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care. Competency 4: Defend decisions based on the code of ethics for nursing. Explain the rationale for coordinated care plans based on ethical decision making. Competency 5: Explain how health care policies affect patient-centered care. Identify the potential impact of specific health care policy provisions on outcomes and patient experiences. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted. Preparation Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, yo.

Assessment 3 Instructions Care Coordination Presentation to Colleag.docx

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Assessment 3 Essay TIPS SWK405 The task Essay When preparing to write an essay be sure to read the question. It is helpful to break it down as demonstrated below. PART 1 Critically analyse the strengths and weaknesses in the delivery of services to remote communities via face to face and virtual service models. PART 2 Identify within each approach (FACE TO FACE AND VIRTUAL) the challenges for the human services worker and professional development strategies for improving regional and remote skills In considering each approach select one of the following population groups or service needs. Essay Structure My suggestion is to start by identifying the group/population/issue you have selected to work with. You may think about the agency interview and report you have completed in Assessment 2 to inform your choice of service. In considering each approach select one of the following population groups or service needs. Your population/issue Step 1: Select your population or issue and the type of service to be offered. Disaster recovery within Australia Domestic Violence Services for women in remote and regional Australia Mental Health Services for remote Aboriginal community Other What is the service you are providing? Step 2: Consider what part/s of the service is suited to face to face or virtual service delivery? e.g. Critically Analyse Step 3: It is important to consider carefully the strengths and weaknesses of each type of service delivery model to remote areas. When you think about these strengths and weaknesses, some will relate to client outcomes and some will relate to the service provider (logistics, cost, personnel). Not simply a description but your own critique. The following questions will help you to focus your reading and develop a critical lens. Critical Reading Step 4: What have some authors written about the advantages and disadvantages of each type of service model? What do you think about their positions? Does this fit with the service you have selected for the essay? Has technology come further since the article was written? Is there a research that supports the arguments proposed in the literature? Critique the research that supports the author’s argument. What position do you take in relation to ideas raised in the literature? Is there a bias in the readings in favour of one type of service delivery over another? Step 5: Shaping your argument Consider the following focus questions to shape your argument Strengths and weakness of face to face service delivery What is face to face service delivery? e.g. this could be where staff live and work within the community or where staff undertake remote community visits to deliver services. What are the benefits of delivering services face to face? To the client, for the worker What are the challenges of delivering face to face services to remote areas? e.g. Cost, staff recruitment and retention, staff skills and resilience, .

Assessment 3Essay TIPSSWK405 The taskEssayWhen.docx

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Assessment 3: Health Assessment Professional Communication in Nursing 2019: History for Nurse and Patient Interaction – Health Assessment Scenario 3 Patient 3: History for Nurse and Patient Interaction – Health Assessment Student (Community – Registered Nurse): Use professional nursing communication with the patient to conduct a 10 minute health assessment video interview taking into account the following: • Introduction – nurse and patient • Situation – reasons for assessment, allergies, and relevant personal details • Background – health history, general health and psychosocial status • Assessment – observations, nutrition/diet, exercise, lifestyle, health beliefs and values, and cultural/spiritual/religious practices • Recommendation – confirm health assessment information and implications for well-being, recommend changes to manage and improve health and suggest timeframes for any plans Assessor (Patient – Chester Abioye): You are cooperative, alert and orientated. You are willing to provide all requested information. You like to ask general questions of the nurse related to the health assessment and like to know your observations and if they are within normal limits. You are open to discuss ways to improve your health through possible changes to your diet, exercise, daily habits, and lifestyle choices. STUDENT (General Practitioner’s Office – REGISTERED NURSE) Scenario 3: Patient- Chester Abioye Chester has come to see a Registered Nurse at his General Practitioner’s Office for a health assessment. Chester is not very active and feels stress and lonely living Australia without his family. He has suffered from depression in the past and wants to improve his health through regular exercise, eating well and by making positive changes to his lifestyle. Chester Abioye: Male, height 187 cm; weight 73kg (BMI = 20.9). BP 118/ 70, HR 86, RR 22, temperature 37.0 C, SaO2 99% on room air. Assessment 3: Health Assessment Professional Communication in Nursing 2019: History for Nurse and Patient Interaction – Health Assessment ASSESSOR (PATIENT ) Scenario 3 Patient 3- Chester Abioye Biodata • Chester is a 19 year old man (DOB-14th January 2000) and lives at 97 Leafy Avenue, Broadfields, 2173 in a share house with 4 other people. • Chester has a girlfriend that lives in Melbourne who is planning to move to Broadfields later in the year to be closer to him. • Chester regularly smokes about a packet (30 cigarettes per day). • Chester often drinks up to 6 to 10 standard drinks (beer and spirits) when he catches up with two of his friends once a month. • Chester was born in Zambia and came to Australia to commence a law degree but only did 1 year of the degree because he did not enjoy the course. He is now working at Aldi in the storeroom. He often volunteers to work overtime to save money to send back to his family. • Chester mostly stays at home watching television. He rarely exercises because he finds .

Assessment 3 Health Assessment ProfessionalCommunication.docx

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Assessment 3 Disaster Plan With Guidelines for Implementation: Tool Kit for the Team Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan. Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented. Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time. SHOW LESS This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan. By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria: Competency 1: Propose a project for change, for a community or population, within a care coordination setting. Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population. Competency 2: Align care coordination resources with community health care needs. Assess the care coordination needs of a community or population in a disaster situation. Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care. Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements. Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances. Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care. Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process. Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster. Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan. Support main points, arguments, and conclusions with relevant and credible ev.

Assessment 3Disaster Plan With Guidelines for Implementation .docx

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Assessment 3 Context You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable. Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero. Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true. In this context you will be studying the details of the first type of test. This is the test of difference between group means. In variations on this model, the two groups can actually be the same people under different conditions, or one of the groups may be assigned a fixed theoretical value. The main idea is that two mean values are being compared. The two groups each have an average score or mean on some variable. The null hypothesis is that the difference between the means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups. Means, and difference between them. Null Hypothesis Significance Test The most common forms of the Null Hypothesis Significance Test (NHST) are three types of t tests, and the test of significance of a correlation. The NHST also extends to more complex tests, such as ANOVA, which will be discussed separately. Below, the null hypothesis and the alternative hypothesis are given for each of the following tests. It would be a valuable use of your time to commit the information below to memory. Once this is done, then when we refer to the tests later, you will have some structure to make sense of the more detailed explanations. 1. One-sample t test: The question in this test is whether a single sample group mean is significantly different from some stated or fixed theoretical value - the fixed value is called a parameter. · Null Hypothesis: The difference between the sample group mean and the fixed value is zero in the population. · Alternative hypothesis: T.

Assessment 3 ContextYou will review the theory, logic, and a.docx

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Assessment 2 Quality Improvement Proposal Overview: Write a quality improvement proposal, 5–7 pages in length, that provides your recommendations for expanding a hospital's HIT to include quality metrics that will help the organization qualify as an accountable care organization. Health care has undergone a transformation since the release of the Institute of Medicine's 2000 report To Err Is Human: Building a Safer Health System. The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs). Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine's goal of improving safety and quality. Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs. This assessment provides an opportunity for you to make recommendations for expanding a hospital's HIT in ways that will help the hospital qualify as an ACO. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 2: Explain the relationship between care coordination and evidence-based data. Recommend ways to expand an organization's HIT to include quality metrics. Identify potential problems that can arise with data gathering systems and outputs. Competency 3: Use health information technology to guide care coordination and organizational practice. Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice. Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. Write clearly and concisely, using correct grammar and mechanics. Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style. Reference .

Assessment 2Quality Improvement Proposal Overview .docx

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Assessment 2 by Jaquetta Stevens Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500) Submission ID: 101964 1991 File name : Stevens_J_Assessment_2.do c (66K) Word count : 1894 Charact e r count : 134 64 53% SIMILARIT Y INDEX 28% INT ERNET SOURCES 21% PUBLICAT IONS 46% ST UDENT PAPERS 1 35% 2 2% 3 2% 4 1% 5 1% 6 1% 7 1% Assessment 2 ORIGINALITY REPORT PRIMARY SOURCES Submitted to Capella Education Company St udent Paper www.nivel.nl Int ernet Source Submitted to EDMC St udent Paper Submitted to University of Abertay Dundee St udent Paper uncch.pure.elsevier.com Int ernet Source Matthew A. Jarrett, Anna Van Meter, Eric A. Youngstrom, Dane C. Hilton, Thomas H. Ollendick. "Evidence-Based Assessment of ADHD in Youth Using a Receiver Operating Characteristic Approach", Journal of Clinical Child & Adolescent Psychology, 2016 Publicat ion eprints.bbk.ac.uk Int ernet Source 8 1% 9 1% 10 1% 11 1% 12 1% 13 1% 14 1% 15 1% 16 1% 17 <1% 18 <1% pesquisa.bvsalud.org Int ernet Source www.ncbi.nlm.nih.gov Int ernet Source journal.f rontiersin.org Int ernet Source www.redalyc.org Int ernet Source www.jove.com Int ernet Source "Handbook of Childhood Psychopathology and Developmental Disabilities Assessment", Springer Nature America, Inc, 2018 Publicat ion espace.library.uq.edu.au Int ernet Source Submitted to Marist College St udent Paper openaccess.city.ac.uk Int ernet Source www.raikesf oundation.org Int ernet Source www.medicalnewstoday.com Int ernet Source 19 <1% 20 <1% 21 <1% 22 <1% 23 <1% Exclude quo tes Of f Exclude biblio graphy Of f Exclude matches < 8 wo rds journals.plos.org Int ernet Source etheses.bham.ac.uk Int ernet Source commons.pacif icu.edu Int ernet Source tigerprints.clemson.edu Int ernet Source www.livestrong.com Int ernet Source Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES Running head: EVALUATION OF TECHNICAL QUALITY 8 Assessment 2: Evaluation of Technical Quality This worksheet contains three sections: · Section One: Purpose and Intended Population of Selected Test. · Section Two: Technical Review - Reliability of Selected Test. · Section Three: Technical Review - Validity of Selected Test. · Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics. · Section Five: Resources (APA Style). Section One: Purpose and Intended Population of Selected Test Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*. Selected Test Achenbach System of Empirically Based Assessment Purpose of Test The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014). Intended Population 18 mos.- 90 years old * in some cases, you may find limited published work on the most recent version of a.

Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docx

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Assessment 2 PRINT Biopsychosocial Population Health Policy Proposal Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population. Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner. SHOW LESS By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes. Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population. Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes. Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes. Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy. Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population. Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support assertions, correctly formatting citations and references using APA style. Competency Map CHECK YOUR PROGRESS Use this online tool to track your performance and progress through your course. Toggle Drawer ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .

Assessment 2PRINTBiopsychosocial Population Health Policy .docx

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Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length. As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care. This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional. It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment. 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 4: Defend decisions based on the code of ethics for nursing. Assess the impact of the code of ethics for nurses on the coordination and continuum of care. Competency 5: Explain how health care policies affect patient-centered care. Explain how governmental policies related to the health and/or safety of a community affect the coordination of care. Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included. Preparation Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaki.

Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docx

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Assessment 2 -Analysing factual texts This assignment requires students to assess and critically analyse one or two of the key issues, concepts, keywords or themes raised across the module in some detail. The assignment must address the above by paying specific reference to examples drawn from one of the following factual formats listed below. Students must apply a concept to a textual example :-Broadcast news (eg The Channel 4 News, PM) -Political discussion show (eg Question Time, Any Questions)- Current affairs (eg Newsnight, Today)- The talk show (eg The Jeremy Kyle Show)- Documentary (eg Dispatches, The Report)- Reality television (eg The X-Factor)- Lifestyle television (eg How to Look Good Naked) The essay should focus principally on one concept. It can refer to others in passing if there is significant overlap -eg if discussing impartiality in broadcast news it may be appropriate to briefly mention balance or objectivity. •Similarly, the essay should focus principally on one television, radio example.•Students are encouraged to engage with critical debates that may take place around their chosen example (eg a newspaper’s reaction to a broadcast).•If your analysis refers to specific episodes, you must ensure you reference the text in full (eg original date of airing, URL for online viewing, channel name, etc).•Be careful not to dilute your analysis by trying to cover lots of areas superficially.•The essay requires students to be critical rather than descriptive. Describing the narrative of a text achieves very little in isolation other than to pad out the word count inefficiently.•Similarly, long general historiographies of concepts or formats are seldom conducive to critical analysis. Significant moments or developments are acceptable providing they pertain to the selected example.•The best work will demonstrate knowledge of the subjects, contextualising relevant themes and issues in relation to historical shifts and the contemporary television landscape.•The assignment should consist of your own analysis of a media text rather than paraphrasing an article by an established author. Higher grades will be awarded to work that is able to apply an argument/framework from one area and apply it to a different example –eg taking the work of Lunt and Stenner on The Jerry Springer Show and applying it to The Jeremy Kyle Show or Higgins’ work on newspapers and applying it to television news.•The essay should be 2500 words. It can go 10% either side of this target without penalty. grades can be penalised for failing to adhere to this target.Your essays must include critical reference to definitions of your chosen concepts from legitimate academic sources, either from within the recommended course reading or from your own independent research. Your assignments must be written entirely in your own words (except for properly acknowledged quotations). A bibliography must be appended. We remind you about, and emphasise the importance of.

Assessment 2-Analysing factual texts This assignment re.docx

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Assessment 2: Description/Focus Essay Value 50% Due Date Midnight Sunday 2 (Week 12) Length 2500 words Task: Human services practitioners work across many domains of practice including direct work with individuals, groups and communities. 1. Critically examine the policy or policies that you consider impact upon a client group and suggest ways that policy could be changed to improve the life outcomes for those with whom you are working. 2. Develop a framework that you would adopt for influencing policy change that aligns with your professional values, standards and ethics. Presentation: The document will be typed in a word document, 12 pt. Font, 1½ or Double spacing Assessment criteria: · Critical analysis of social policy · Application of theory to practice · Adherence to academic conventions of writing (eg referencing; writing style) · At least 8 references. Format APA 6th referencing. Running head: NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 1 NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 2 Network and Workflow for a Data Analytics Company on Ssports Student Name Nezar Al Massad Institution Name Dr. Mark O'Connell Network and Workflow for a Ddata Analytics Company on Ssports. A company’s network and workflow play a major roles in its performance and growth. Different companies consist of rely on different networks and workflows depending on the services/tasks they are providing and the number of workers and members of staff. A network tends to connect workers and members of staff at different levels of the company. This network tends to create a good and effective workflow within the company, hence a company network and workflow go hand in hand. When creating a network and a workflow of a company, the workers and members of staff working duration must be considered in order to achieve a company objective (Moretti, 2017).Also, the mode of employment which may be permanent or temporary/laying down of workers within a short period of time, to a large extent determines a company’s network and workflow. The change of an organizational requirement due to growth and expansion creates a need for a company to adapt a new network and workflow. A network in company plays a vital role of guiding how the company should run its operations. Comment by Mark O'Connell: Duration?? Comment by Mark O'Connell: What? Laying down?? Comment by Mark O'Connell: OK so stop educating us about the factors that determine a company’s network and tell us about YOUR network Comment by Mark O'Connell: Too obvious My company in the world requires data analysts for to perform analysisdata analysis allowing them to and make important strategic decisions and identify opportunities in the market, and therefore data analysts are becoming very important vital to our company. Despite this, there are many companies coming u.

Assessment 2DescriptionFocusEssayValue50Due D.docx

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Adjusting the Personality Challenges”Purpose of assignment -mea.docx

1. “Adjusting the Personality Challenges” Purpose of assignment -measure students ability to: (1) cope, and discuss issues related to human growth and behavior: Personality and adjustment individually and within societies/cultures, economics, marriage & family, racial, ethnic, and discrimination dilemmas, politics, domestic violence, technologies, i.e., Internet/social media, etc.,* (2) examine case studies and to evaluate and analyze the influence of major contributions to the field of personality and adjustment (psychology) as the discipline relates to well being, personality and adjustment, as well as social problems in terms of psychological research and theories, environment, heredity, and culture on one’s character or personality, and psychosocial, cognitive, and general development; and (3) demonstrate proficiency in using information literacy skills to produce individual/group papers, projects and presentations. *See skill set outcome and #s 1, 2 and 3 on your syllabus. Objectives: To understand the milestones and goals of personality psychology as it relates to family, work, school, social problems, coping strategies, social well-being, human behaviors and growth, and to also gain exposure to understanding theory, concepts, and research. (1) A. Provide a description and/or definition of the personality dilemma. B. Identify specific local community resources, such as phone numbers and contact information, and program details that are available to support an individual, group, or family for your chosen social dilemma. (2) Research your personality challenge and include one peer- reviewed, professional journal, one national or state organization Website, and three additional reference sources in your presentation.

2. You may use all or one of these local jurisdictions to complete your group project: 1. Washington, D.C., or 2. a specific county in Maryland, 3. or northern Virginia, to gather your research and search for resources. Pick 1 Topic for the project: 1. Your boyfriend or girlfriend is of a different background, race and culture. Your parents (and some other family members) do not approve of the relationship. 2. Your young, married brother is being battled by his wife (same age). 3. Your best friend has come to you for help. Someone has posted him/her on the Internet cybersexing, and s/he is up for an interview with a reputable company soon.

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