Consider a past situation where you were a member of a team that was involved in a project. Ideally, this situation should be where you currently work. However, you can use any situation or experience in your personal life as well. If you are at a loss of thinking of a scenario - then you may choose to make up a project that may be of interest to you instead.
· Describe the overall project goals and your role in the project.
· Explain how the project scope was clearly defined at the beginning of the project or how it was not clearly defined.
· Prepare and share with us a listing of deliverables from your project. Offer at least 5 deliverables and two work packages per deliverable. Identify the WBS code accordingly. For example:
Breakdown
Description
WBS Code
Project
Project Title
1.0
Deliverable 1
Deliverable 1 Description
1.1
WP1
First Work Package
1.1.1
WP2
Second Work Package
1.1.2
Deliverable 2
Deliverable 2 Description
1.2
WP1
First Work Package
1.2.1
WP2
Second Work Package
1.2.2
· Finally, complete a quick google search, and locate a website (that appears credible) that presents an example WBS. Share the link with your peers along with a sentence or two related to how their WBS aligns to the typical structure of a WBS as presented in the week introduction.
Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2-3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.
The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient's life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.
The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interact ...
Overview· Create a 15 page curriculum evaluation that incorporat.docxkarlhennesey
Overview
· Create a 15 page curriculum evaluation that incorporates the curriculum analysis and course design you created for Assessments 1 and 2.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Examine the development of a curriculum for a nursing program.
· Describe how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development.
· Competency 2: Analyze factors that impact the design of a nursing curriculum.
· List criteria that are important to consider in curriculum evaluation.
· Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
· Explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.
· Explain how and why pilot testing can be used in curriculum evaluation.
· Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.
· Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.
· Provide examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
· Apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation.
· Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.
Assessment Instructions
· You will use the work you completed for Assessments 1 and 2 as parts of this assessment. Combine Assessments 1 and 2, and add a section about curriculum evaluation. The evaluation you create should flow smoothly as one cohesive document. When combining the previous assessments, make revisions based on feedback you received from faculty.
Requirements
Consider curriculum evaluation and address the following:
· Explain the importance of ongoing curriculum evaluation, why it is important, and for whom it is important.
· List criteria that are important to consider in curriculum evaluation.
· Explain how and why pilot testing can be used in curriculum evaluation.
· Provide examples of both short-term and long-term curriculum evaluations for process improvement, and explain why are both types necessary to curriculum development.
· Describe how to apply evidence-based nursing concepts, theories, and best practices to improve curriculum development.
· Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.
· For example, a school of nursing might be accredited by CCNE or ACEN, whereas a hospital staff development p ...
Write a report on the application of population health improve.docxarnoldmeredith47041
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Competency Map
Use this online tool to track your performance and progress through your course.
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvemen.
Discussion Due July 28, 2022 S8.00The discussion assignment proLyndonPelletier761
Discussion Due July 28, 2022 S8.00
The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.
For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.
To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by the end of the week.
Good Leadership
Good leadership is important for quality improvement processes, customer relationships, employee retention, and overall organizational processes. A good leader has several characteristics, including balanced commitment, positive role model, communication skills, positive influence, and persuasiveness. However, each leader may have a personally distinct style of leadership. In this discussion, you will explore the importance of leadership and the various leadership styles.
Respond to one of the following questions:
Question 1:
· Discuss each of the following characteristics as they relate to quality leadership:
· Balanced commitment
· Positive role model
· Communication skills
· Positive influence
· Persuasiveness
· Analyze and explain which of these characteristics will be the most difficult to achieve for good leadership. Support your rationale with research and your experience.
Question 2:
· Select any two of the following leadership styles and compare them in terms of effectiveness:
· Participative
· Goal oriented
· Situational
· Explain how leaders can (and should) influence the results of efforts to improve quality and explain how the leaders can be impacted by those efforts.
As the final paragraph of your post, discuss your personal leadership style. Of the various characteristics discussed in your post, describe which attribute you would integrate in your behavior. Support your rationale with an example situation in which that attribute would be highly effective.
NUR 634 SOAP Note Guide and Template
Patient SOAP Note Charting Procedures
S = Subjective
O = Objective
A = Assessment
P = Plan
Subjective: Information the patient tells the treating team or patient advocate. Symptoms, not signs. These are typically not measurable, such as pain, nausea, and tingling, hence the term “subjective” as opposed to “objective”. Normally, the practitioner is not aware of this information until the patient provides it.
Objective: Information gathered by the treating team or provider which ...
Write a report on the application of population health improvement i.docxarnoldmeredith47041
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvements in the safety and quality of care? How?
Did applying this knowledge in a different setting raise any particular ethical .
COMMENT-----”I am returning this assessment to with a non-pLynellBull52
COMMENT-----
“”I am returning this assessment to with a non-performance score because it is missing
the required pre approved capstone project with the submission. Please resubmit the
scholarly paper with the capstone project. I apologize for any misunderstanding of the
course requirements”””
DIRECTIONS:
Develop an intervention (your capstone project), as a solution to the patient, family, or
population problem you've defined. Submit the proposed intervention to the faculty for review
and approval. This solution needs to be implemented (shared) with your patient, family, or
group. You are not to share your intervention with your patient, family, or group or move on to
Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In
a separate written deliverable, write a 5-7 page analysis of your intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete
Assessment 4.
Preparation
In this assessment, you’ll develop an intervention as a solution to the health problem you’ve
defined. To prepare for the assessment, think about an appropriate intervention, based on your
work in the preceding assessments, that will produce tangible, measurable results for the
patient, family, or group. In addition, you might consider using a root cause analysis to explore
the underlying reasons for a problem and as the basis for developing and implementing an
action plan to address the problem. Some appropriate interventions include the following:
● Creating an educational brochure.
● Producing an educational voice-over PowerPoint presentation or video focusing on your
topic.
● Creating a teaching plan for your patient, family, or group.
● Recommending work process or workflow changes addressing your topic.
Instructions
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem
and (b) submit your proposed intervention, with a written analysis, to your faculty for review and
approval.
Part 1
Develop an intervention, as a solution to the problem, based on your assessment and supported
by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of
the problem:
● Leadership.
● Collaboration.
● Communication.
● Change management.
● Policy.
● Quality of care.
● Patient safety.
● Costs to the system and individual.
● Technology.
● Care coordination.
● Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
● Summarize the patient, family, or population problem.
● Explain why you selected this problem as the focus of your project.
● Explain why the problem is relevant to your professional practice and to the patient,
family, or group.
In addition, address the requirements outlined below. These requirements correspond to the
scoring guide crite ...
Overview· Create a 15 page curriculum evaluation that incorporat.docxkarlhennesey
Overview
· Create a 15 page curriculum evaluation that incorporates the curriculum analysis and course design you created for Assessments 1 and 2.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Examine the development of a curriculum for a nursing program.
· Describe how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development.
· Competency 2: Analyze factors that impact the design of a nursing curriculum.
· List criteria that are important to consider in curriculum evaluation.
· Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.
· Explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.
· Explain how and why pilot testing can be used in curriculum evaluation.
· Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.
· Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.
· Provide examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
· Apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation.
· Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.
Assessment Instructions
· You will use the work you completed for Assessments 1 and 2 as parts of this assessment. Combine Assessments 1 and 2, and add a section about curriculum evaluation. The evaluation you create should flow smoothly as one cohesive document. When combining the previous assessments, make revisions based on feedback you received from faculty.
Requirements
Consider curriculum evaluation and address the following:
· Explain the importance of ongoing curriculum evaluation, why it is important, and for whom it is important.
· List criteria that are important to consider in curriculum evaluation.
· Explain how and why pilot testing can be used in curriculum evaluation.
· Provide examples of both short-term and long-term curriculum evaluations for process improvement, and explain why are both types necessary to curriculum development.
· Describe how to apply evidence-based nursing concepts, theories, and best practices to improve curriculum development.
· Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.
· For example, a school of nursing might be accredited by CCNE or ACEN, whereas a hospital staff development p ...
Write a report on the application of population health improve.docxarnoldmeredith47041
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Competency Map
Use this online tool to track your performance and progress through your course.
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvemen.
Discussion Due July 28, 2022 S8.00The discussion assignment proLyndonPelletier761
Discussion Due July 28, 2022 S8.00
The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.
For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.
To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by the end of the week.
Good Leadership
Good leadership is important for quality improvement processes, customer relationships, employee retention, and overall organizational processes. A good leader has several characteristics, including balanced commitment, positive role model, communication skills, positive influence, and persuasiveness. However, each leader may have a personally distinct style of leadership. In this discussion, you will explore the importance of leadership and the various leadership styles.
Respond to one of the following questions:
Question 1:
· Discuss each of the following characteristics as they relate to quality leadership:
· Balanced commitment
· Positive role model
· Communication skills
· Positive influence
· Persuasiveness
· Analyze and explain which of these characteristics will be the most difficult to achieve for good leadership. Support your rationale with research and your experience.
Question 2:
· Select any two of the following leadership styles and compare them in terms of effectiveness:
· Participative
· Goal oriented
· Situational
· Explain how leaders can (and should) influence the results of efforts to improve quality and explain how the leaders can be impacted by those efforts.
As the final paragraph of your post, discuss your personal leadership style. Of the various characteristics discussed in your post, describe which attribute you would integrate in your behavior. Support your rationale with an example situation in which that attribute would be highly effective.
NUR 634 SOAP Note Guide and Template
Patient SOAP Note Charting Procedures
S = Subjective
O = Objective
A = Assessment
P = Plan
Subjective: Information the patient tells the treating team or patient advocate. Symptoms, not signs. These are typically not measurable, such as pain, nausea, and tingling, hence the term “subjective” as opposed to “objective”. Normally, the practitioner is not aware of this information until the patient provides it.
Objective: Information gathered by the treating team or provider which ...
Write a report on the application of population health improvement i.docxarnoldmeredith47041
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvements in the safety and quality of care? How?
Did applying this knowledge in a different setting raise any particular ethical .
COMMENT-----”I am returning this assessment to with a non-pLynellBull52
COMMENT-----
“”I am returning this assessment to with a non-performance score because it is missing
the required pre approved capstone project with the submission. Please resubmit the
scholarly paper with the capstone project. I apologize for any misunderstanding of the
course requirements”””
DIRECTIONS:
Develop an intervention (your capstone project), as a solution to the patient, family, or
population problem you've defined. Submit the proposed intervention to the faculty for review
and approval. This solution needs to be implemented (shared) with your patient, family, or
group. You are not to share your intervention with your patient, family, or group or move on to
Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In
a separate written deliverable, write a 5-7 page analysis of your intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete
Assessment 4.
Preparation
In this assessment, you’ll develop an intervention as a solution to the health problem you’ve
defined. To prepare for the assessment, think about an appropriate intervention, based on your
work in the preceding assessments, that will produce tangible, measurable results for the
patient, family, or group. In addition, you might consider using a root cause analysis to explore
the underlying reasons for a problem and as the basis for developing and implementing an
action plan to address the problem. Some appropriate interventions include the following:
● Creating an educational brochure.
● Producing an educational voice-over PowerPoint presentation or video focusing on your
topic.
● Creating a teaching plan for your patient, family, or group.
● Recommending work process or workflow changes addressing your topic.
Instructions
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem
and (b) submit your proposed intervention, with a written analysis, to your faculty for review and
approval.
Part 1
Develop an intervention, as a solution to the problem, based on your assessment and supported
by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of
the problem:
● Leadership.
● Collaboration.
● Communication.
● Change management.
● Policy.
● Quality of care.
● Patient safety.
● Costs to the system and individual.
● Technology.
● Care coordination.
● Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
● Summarize the patient, family, or population problem.
● Explain why you selected this problem as the focus of your project.
● Explain why the problem is relevant to your professional practice and to the patient,
family, or group.
In addition, address the requirements outlined below. These requirements correspond to the
scoring guide crite ...
Assessment 1 Instructions Preliminary Care Coordination Plan .docxgalerussel59292
Assessment 1 Instructions: Preliminary Care Coordination Plan
Develop a 3-4 page preliminary care coordination plan for a hypothetical individual in your community. Identify and list available community resources for a safe and effective continuum of care.
NOTE: You are required to complete this assessment before Assessment 4.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you hav.
IHP 525 Final Project Article Review Guidelines and Rubric MalikPinckney86
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
· Analyze a professional environment and relevant data, and develo.docxlillie234567
· Analyze a professional environment and relevant data, and develop a change strategy (3-5 pages) and discuss how to implement it successfully.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, it is recommended that you complete the assessments in this course in the order in which they are presented.
Knowing the best practice for our patients is very important in providing safe and effective care. Understanding best practices can help nurses identify areas of care that need to be improved. To identify areas of need, nurses must use evidence from various sources, such as the literature, clinical practice guidelines (CPG), professional organization practice alerts or position papers, and protocols. These sources of evidence can also be used to set goals for improvement and best practices with an eye toward improving the care experience or outcomes for patients.
The challenge facing many care environments and health care practitioners is how to plan for change and implement changes. For if we cannot effectively implement changes in practice or procedure, then our goals of improving care will likely amount to nothing. This assessment focuses on allowing you to practice locating, assessing, analyzing, and implementing change strategies in order to improve patient outcomes related to one or more clinical goals.
This assessment will take the form of a data table to identify areas for improvement and to set one or more outcome goals, as well as a narrative describing a change plan that would help you to achieve the goals you have set.
Professional Context
One area in health care that it is necessary to consider is the environment in which nurses work. It is important that this environment evolves and changes so that all patients are adequately supported. For this assessment, you will develop a change strategy to improve the health care environment. These changes can be rooted in a desire to improve clinical outcomes and data related to assessment accuracy, drug administration, or disease recovery rates. A key skill for master's-level nurses is to be able to evaluate clinical data and create a change plan to help drive improvements in the data to reach set goals.
Scenario
Consider a current environment. This could be your current care setting, the care setting presented in the scenario Vila Health: Using Concept Maps for Diagnosis, or a care setting in which you are interested in working. For the setting that you choose you will need to have a data set that depicts sub-optimal outcomes related to a clinical issue. This data could be from existing sources in the course, a relevant data set that already exists (a data set from the case study you used as a basis for your previous Concept Map assessment or from your current place of practice), or an appropriate data set that you have created yourself. (Note: if you choose to create your own data set, check with your instructor first .
HS450 Unit 9 Assignment Strategic Training of Healthca.docxwellesleyterresa
HS450 Unit 9 Assignment
Strategic Training of Healthcare Workforce on Policies, Procedures, and
Regulation
Course Outcomes
● HS450-6: Construct organizational training strategies that resolve emerging
issues in a healthcare environment.
● GEL-1.2: Demonstrate college-level communication through the composition of original
materials in Standard American English.
Unit Outcomes
● Differentiate between the concepts of strategy and strategic management.
● Apply analyses of internal and external environments to strategic planning.
● Describe a business model and its component parts.
● Understand the purposes of strategic alliances.
● Describe the relationships among alliance motivation, structure, and outcomes.
Instructions
You are a healthcare executive for a large hospital, serving as the Director of Health in formation.
There are serious concerns regarding the competence of your healthcare staff. To address these
concerns, you will develop an action plan. Please complete each part of your action plan as
indicated below.
Part
Competency
Assessed
Instruction
s
1
Determine policies
and procedures to
monitor abuse or
fraudulent trends
Evaluate at least three (3) types of abuse or fraud that may occur
within a health information management department. Determine at
least three (3) organizational policies and procedures that monitor
such activities and critique the effectiveness of each
policy/procedures.
2
Create and
implement staff
orientation and
training programs
Based upon the identified trends of abuse or fraud, develop a
staff orientation and training program for medical billing and
coding employees. Design an outline of the program —
constructing the learning activities involved. Your plan should
indicate a leadership approach that you would use in the
implementation of the program.
3
Evaluate initial and
on- going training
programs
Develop a plan to evaluate the training program at "time of launch"
and then at periodic times over the next 2 years. Appraise the
effectiveness of our training program evaluation plan.
4
Facilitate the use of
enterprise-wide
information assets to
support organizational
strategies and
objectives
Analyze the enterprise-wide information assets that you need to
support organizational strategies and objectives. Differentiate at
least three (3) assets and their role with ensuring quality
healthcare. Please include the relationship of the asset to
information management planning, enterprise information
management, and/or master data/information management.
Assignment Requirements
● Please complete all parts in a Microsoft Word document.
● The body of your document should be at least 1500 words in length. A title page and a
reference page should also be included but do not apply to the length requirement.
● Quoting should be less than 10% of the ent ...
Explain in your own words why it is important to read a statistical .docxAlleneMcclendon878
Explain in your own words why it is important to read a statistical study carefully. Can you think of circumstance where it might be okay to misrepresent data?
Video Reflection 12 -
Do you think it is possible to create a study where there really is no bias sampling done? How would you manage to create one?
Video Reflection 13 -
What are your thoughts on statistics being misrepresented/ how does it make you feel? Why do you think the statistic are often presented in this way?
.
Explain how Matthew editedchanged Marks Gospel for each of the fol.docxAlleneMcclendon878
Explain how Matthew edited/changed Mark's Gospel for each of the following passages, and what reasons would he have had for doing that? What in Mk’s version was Mt trying to avoid – i.e., why he might have viewed Mk’s material as misleading, incorrect, or problematic? How did those changes contribute to Matthew’s overall message? How did that link up with other parts of Mt’s message?
Use both the following two sets of passages to support your claim, making use ONLY of the resources below, the Bible, textbooks and Module resources.
1. How did Matthew edit/change Mark 6:45-52 to produce Matthew 14:22-33 – and why?
2. How did Matthew edit/change Mark 9:2-10 to produce Matthew 17:1-13 – and why?
The paper should 350-750 words in length, double-spaced, and using MLA formatting for reference citations and bibliography. Submit the completed assignment to the appropriate Dropbox by
no later than Sunday 11:59 PM Eastern.
Resources for this paper:
See the ebook via SLU library:
New Testament History and Literature
by Martin (2012), pp. 83-88,105-108.
See the ebook via SLU library:
The Gospels
by Barton and Muddiman (2010), p. 53,56-57,102,109.
.
Explain the degree to which media portrayal of crime relates to publ.docxAlleneMcclendon878
Explain the degree to which media portrayal of crime relates to public fear of crime and explain how.
Explain whether public fear of crime might influence individual behavior or not and explain how or how not.
Share an insight about whether media should be responsible or not for the portrayal of crime as it relates to public fear of crime.
2 Pages in APA Format
.
Explain the difference between genotype and phenotype. Give an examp.docxAlleneMcclendon878
Explain the difference between genotype and phenotype. Give an example of each and describe both in an account that relates to you personally, the
paper should be 2-3 pages in length (not counting the title and resources pages), APA style (no abstract required), and should be supported with appropriate citations.
.
Explain the history behind the Black Soldier of the Civil War In t.docxAlleneMcclendon878
Explain the history behind the Black Soldier of the Civil War
In this forum look beyond the book for information on specific units, soldiers and even the reasons for why Lincoln allowed the African American to service in the war.
Soldiers - the trained and untrained
Initial post of at least 300 words due by Friday.
Darlene Hine, William Hine, and Stanley Harrold.
The African-American Odyssey: Volume I, 6th ed. New Jersey: Pearson 2014.
.
Explain the fundamental reasons why brands do not exist in isolation.docxAlleneMcclendon878
Explain the fundamental reasons why brands do not exist in isolation but do exist in larger environments that include other brands. Provide two (2) specific recommendations or solutions that can help a health care facility improve patient satisfaction.
Assess the value of Lederer and Hill's Brand Portfolio Molecule when used to understand brand relationships. Provide at least two (2) specific examples of strategic or tactical initiatives within a health care organization.
.
Explain the difference between hypothetical and categorical imperati.docxAlleneMcclendon878
Explain the difference between hypothetical and categorical imperatives. How might this distinction be used to explore the practice of correctional facilities placing violent prisoners in solitary confinement?
Please use in-text citations and provide references. Seeking a one-page response.
.
Explain in 100 words provide exampleThe capital budgeting decisi.docxAlleneMcclendon878
Explain in 100 words provide example
The capital budgeting decision techniques that we've discussed all have strengths and weaknesses, but they do comprise the most popular rules for valuing projects. Valuing entire businesses, on the other hand, requires that some adjustments be made to various pieces of these methodologies. For example, one alternative to NPV used quite frequently for valuing firms is called Adjusted Present Value (APV).
What is APV, and how does it differ from NPV?
.
Explain how Supreme Court decisions influenced the evolution of the .docxAlleneMcclendon878
Explain how Supreme Court decisions influenced the evolution of the death penalty.
Explain the financial impact of the death penalty on society. Include at least one specific cost associated with the death penalty.
Explain the social impact of the death penalty on society. Provide examples and use Learning Resources to support your statements. 2 pages in APA format
.
Explain how an offender is classified according to risk when he or s.docxAlleneMcclendon878
Explain how an offender is classified according to risk when he or she is placed on probation or parole. Include how static and dynamic factors are taken into account by the supervising officer when both determining the level of supervision an offender needs and in developing the case-supervision plan for the offender. Include a discussion on the various levels of probation/parole supervision and the amount of surveillance and contact with the offender involved with each level. Do you agree or disagree with how often probation and parole officers have contact with high-risk offenders? Make sure to support your opinion.
.
Explain a lesson plan. Describe the different types of information.docxAlleneMcclendon878
Explain a lesson plan. Describe the different types of information found in a detailed lesson plan. Include in your discussion a design document and its usefulness. (A Minimum 525 Words)
Reference:
Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw-Hill.
.
explain the different roles of basic and applied researchdescribe .docxAlleneMcclendon878
explain the different roles of basic and applied research
describe the different criteria for success of basic and applied research
explain why government policymakers seem to prefer applied research
describe how basic research reflects liberal democratic values
Over fifty years ago, Vannevar Bush released his enormously influential report, Science, the Endless Frontier, which asserted a dichotomy between basic and applied science. This view was at the core of the compact between government and science that led to the golden age of scientific research after World War II—a compact that is currently under severe stress. In this book, Donald Stokes challenges Bush’s view and maintains that we can only rebuild the relationship between government and the scientific community when we understand what is wrong with that view.
Stokes begins with an analysis of the goals of understanding and use in scientific research. He recasts the widely accepted view of the tension between understanding and use, citing as a model case the fundamental yet use-inspired studies by which Louis Pasteur laid the foundations of microbiology a century ago. Pasteur worked in the era of the “second industrial revolution,” when the relationship between basic science and technological change assumed its modern form. Over subsequent decades, technology has been increasingly science-based. But science has been increasingly technology-based–with the choice of problems and the conduct of research often inspired by societal needs. An example is the work of the quantum-effects physicists who are probing the phenomena revealed by the miniaturization of semiconductors from the time of the transistor’s discovery after World War II.
On this revised, interactive view of science and technology, Stokes builds a convincing case that by recognizing the importance of use-inspired basic research we can frame a new compact between science and government. His conclusions have major implications for both the scientific and policy communities and will be of great interest to those in the broader public who are troubled by the current role of basic science in American democracy.
Why the distinction between basic (theoretical) and applied
(practical) research is important in the politics of science
.
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Assessment 1 Instructions: Preliminary Care Coordination Plan
Develop a 3-4 page preliminary care coordination plan for a hypothetical individual in your community. Identify and list available community resources for a safe and effective continuum of care.
NOTE: You are required to complete this assessment before Assessment 4.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you hav.
IHP 525 Final Project Article Review Guidelines and Rubric MalikPinckney86
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
· Analyze a professional environment and relevant data, and develo.docxlillie234567
· Analyze a professional environment and relevant data, and develop a change strategy (3-5 pages) and discuss how to implement it successfully.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, it is recommended that you complete the assessments in this course in the order in which they are presented.
Knowing the best practice for our patients is very important in providing safe and effective care. Understanding best practices can help nurses identify areas of care that need to be improved. To identify areas of need, nurses must use evidence from various sources, such as the literature, clinical practice guidelines (CPG), professional organization practice alerts or position papers, and protocols. These sources of evidence can also be used to set goals for improvement and best practices with an eye toward improving the care experience or outcomes for patients.
The challenge facing many care environments and health care practitioners is how to plan for change and implement changes. For if we cannot effectively implement changes in practice or procedure, then our goals of improving care will likely amount to nothing. This assessment focuses on allowing you to practice locating, assessing, analyzing, and implementing change strategies in order to improve patient outcomes related to one or more clinical goals.
This assessment will take the form of a data table to identify areas for improvement and to set one or more outcome goals, as well as a narrative describing a change plan that would help you to achieve the goals you have set.
Professional Context
One area in health care that it is necessary to consider is the environment in which nurses work. It is important that this environment evolves and changes so that all patients are adequately supported. For this assessment, you will develop a change strategy to improve the health care environment. These changes can be rooted in a desire to improve clinical outcomes and data related to assessment accuracy, drug administration, or disease recovery rates. A key skill for master's-level nurses is to be able to evaluate clinical data and create a change plan to help drive improvements in the data to reach set goals.
Scenario
Consider a current environment. This could be your current care setting, the care setting presented in the scenario Vila Health: Using Concept Maps for Diagnosis, or a care setting in which you are interested in working. For the setting that you choose you will need to have a data set that depicts sub-optimal outcomes related to a clinical issue. This data could be from existing sources in the course, a relevant data set that already exists (a data set from the case study you used as a basis for your previous Concept Map assessment or from your current place of practice), or an appropriate data set that you have created yourself. (Note: if you choose to create your own data set, check with your instructor first .
HS450 Unit 9 Assignment Strategic Training of Healthca.docxwellesleyterresa
HS450 Unit 9 Assignment
Strategic Training of Healthcare Workforce on Policies, Procedures, and
Regulation
Course Outcomes
● HS450-6: Construct organizational training strategies that resolve emerging
issues in a healthcare environment.
● GEL-1.2: Demonstrate college-level communication through the composition of original
materials in Standard American English.
Unit Outcomes
● Differentiate between the concepts of strategy and strategic management.
● Apply analyses of internal and external environments to strategic planning.
● Describe a business model and its component parts.
● Understand the purposes of strategic alliances.
● Describe the relationships among alliance motivation, structure, and outcomes.
Instructions
You are a healthcare executive for a large hospital, serving as the Director of Health in formation.
There are serious concerns regarding the competence of your healthcare staff. To address these
concerns, you will develop an action plan. Please complete each part of your action plan as
indicated below.
Part
Competency
Assessed
Instruction
s
1
Determine policies
and procedures to
monitor abuse or
fraudulent trends
Evaluate at least three (3) types of abuse or fraud that may occur
within a health information management department. Determine at
least three (3) organizational policies and procedures that monitor
such activities and critique the effectiveness of each
policy/procedures.
2
Create and
implement staff
orientation and
training programs
Based upon the identified trends of abuse or fraud, develop a
staff orientation and training program for medical billing and
coding employees. Design an outline of the program —
constructing the learning activities involved. Your plan should
indicate a leadership approach that you would use in the
implementation of the program.
3
Evaluate initial and
on- going training
programs
Develop a plan to evaluate the training program at "time of launch"
and then at periodic times over the next 2 years. Appraise the
effectiveness of our training program evaluation plan.
4
Facilitate the use of
enterprise-wide
information assets to
support organizational
strategies and
objectives
Analyze the enterprise-wide information assets that you need to
support organizational strategies and objectives. Differentiate at
least three (3) assets and their role with ensuring quality
healthcare. Please include the relationship of the asset to
information management planning, enterprise information
management, and/or master data/information management.
Assignment Requirements
● Please complete all parts in a Microsoft Word document.
● The body of your document should be at least 1500 words in length. A title page and a
reference page should also be included but do not apply to the length requirement.
● Quoting should be less than 10% of the ent ...
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Explain in your own words why it is important to read a statistical study carefully. Can you think of circumstance where it might be okay to misrepresent data?
Video Reflection 12 -
Do you think it is possible to create a study where there really is no bias sampling done? How would you manage to create one?
Video Reflection 13 -
What are your thoughts on statistics being misrepresented/ how does it make you feel? Why do you think the statistic are often presented in this way?
.
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Use both the following two sets of passages to support your claim, making use ONLY of the resources below, the Bible, textbooks and Module resources.
1. How did Matthew edit/change Mark 6:45-52 to produce Matthew 14:22-33 – and why?
2. How did Matthew edit/change Mark 9:2-10 to produce Matthew 17:1-13 – and why?
The paper should 350-750 words in length, double-spaced, and using MLA formatting for reference citations and bibliography. Submit the completed assignment to the appropriate Dropbox by
no later than Sunday 11:59 PM Eastern.
Resources for this paper:
See the ebook via SLU library:
New Testament History and Literature
by Martin (2012), pp. 83-88,105-108.
See the ebook via SLU library:
The Gospels
by Barton and Muddiman (2010), p. 53,56-57,102,109.
.
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Explain the degree to which media portrayal of crime relates to public fear of crime and explain how.
Explain whether public fear of crime might influence individual behavior or not and explain how or how not.
Share an insight about whether media should be responsible or not for the portrayal of crime as it relates to public fear of crime.
2 Pages in APA Format
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Explain the difference between genotype and phenotype. Give an example of each and describe both in an account that relates to you personally, the
paper should be 2-3 pages in length (not counting the title and resources pages), APA style (no abstract required), and should be supported with appropriate citations.
.
Explain the history behind the Black Soldier of the Civil War In t.docxAlleneMcclendon878
Explain the history behind the Black Soldier of the Civil War
In this forum look beyond the book for information on specific units, soldiers and even the reasons for why Lincoln allowed the African American to service in the war.
Soldiers - the trained and untrained
Initial post of at least 300 words due by Friday.
Darlene Hine, William Hine, and Stanley Harrold.
The African-American Odyssey: Volume I, 6th ed. New Jersey: Pearson 2014.
.
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explain the different roles of basic and applied research
describe the different criteria for success of basic and applied research
explain why government policymakers seem to prefer applied research
describe how basic research reflects liberal democratic values
Over fifty years ago, Vannevar Bush released his enormously influential report, Science, the Endless Frontier, which asserted a dichotomy between basic and applied science. This view was at the core of the compact between government and science that led to the golden age of scientific research after World War II—a compact that is currently under severe stress. In this book, Donald Stokes challenges Bush’s view and maintains that we can only rebuild the relationship between government and the scientific community when we understand what is wrong with that view.
Stokes begins with an analysis of the goals of understanding and use in scientific research. He recasts the widely accepted view of the tension between understanding and use, citing as a model case the fundamental yet use-inspired studies by which Louis Pasteur laid the foundations of microbiology a century ago. Pasteur worked in the era of the “second industrial revolution,” when the relationship between basic science and technological change assumed its modern form. Over subsequent decades, technology has been increasingly science-based. But science has been increasingly technology-based–with the choice of problems and the conduct of research often inspired by societal needs. An example is the work of the quantum-effects physicists who are probing the phenomena revealed by the miniaturization of semiconductors from the time of the transistor’s discovery after World War II.
On this revised, interactive view of science and technology, Stokes builds a convincing case that by recognizing the importance of use-inspired basic research we can frame a new compact between science and government. His conclusions have major implications for both the scientific and policy communities and will be of great interest to those in the broader public who are troubled by the current role of basic science in American democracy.
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an experiment to test your hypothesis.
Include a
labeled
sketch and written summary of experiment. (
include drawing of all conditions
, negative/positive etc)
C. Variables
List the Dependent and Independent
List Control variable
List a Positive and /or Negative controls
D.
Create a
data
set
and figure
Create a graph that clearly conveys to the reader what your experiment is about.
F.Interpretation
Give an interpretation of the possible meaning of your data. (although this isn’t conclusive since we are not doing statistics) . Does it align with your hypothesis?
G.Self-critique
and follow-up questions:
Why might your conclusion be wrong, what other questions do you have.
.
Expand your website plan.Select at least three interactive fea.docxAlleneMcclendon878
Expand
your website plan.
Select
at least three interactive features that could be added to your site.
Identify
the following:
What purpose would each feature serve for your site and its visitors?
How would you construct these features?
Note
: The form created in the next individual activity, "Individual: Refine and Finalize Website" can be included as one of the interactive features.
.
Exercise 7 Use el pronombre y la forma correcta del verbo._.docxAlleneMcclendon878
Exercise 7: Use el pronombre y la forma correcta del verbo.
____________________________
gustar faltar quedar molestar
encantar fascinar interesar
____________________________
1. A mi ______ __________ la poesía romántica.
2. A nosotros ______ ________ estudiar lenguas extranjeras.
3. A las muchachas ______ _______ la música de Julio Iglesias.
4. A Juan y a Ramón ______ ___________ practicar los deportes.
5. A ti no _____ _________ el café.
6. A la profesora no ______ ________ preparar los exámenes.
7. Al consejero _____ ____________ los estudiantes.
8. A los atletas ____ ___________ el gimnasio.
9. Tenemos $500 y pagamos $350 por la matricula. ___ ___________ $150.
10. A los doctores ____ ________ la medicina.
11. A nosotros ____ ________ las pizzas.
12. A ellos ____ __________ la violencia.
13. En la Argentina bailan mucho. A ellos ____ ______ el tango.
14. Nosotros deseamos buscar el vocabulario. ____ __________ un diccionario.
15. Uds. desean llamar a los amigos. ____ ________ un teléfono.
16. A los estudiantes ________ ________ las vacaciones.
17. A mí ________ _________ los actores.
18. A Ud. _________ ____________ solamente diez dólares.
19. A Alberto y a Juan _______ ____________ el béisbol.
20. A ti _______ ____________ trabajar.
21. A Marisa _____ _____________ la música popular.
22. Nosotros terminamos una clase de español y ahora, _________ _______ dos clases
de español.
.
Exercise 21-8 (Part Level Submission)The following facts pertain.docxAlleneMcclendon878
Exercise 21-8 (Part Level Submission)
The following facts pertain to a noncancelable lease agreement between Windsor Leasing Company and Sheridan Company, a lessee.
Inception date:
May 1, 2017
Annual lease payment due at the beginning of
each year, beginning with May 1, 2017
$21,737.01
Bargain-purchase option price at end of lease term
$3,800
Lease term
5
years
Economic life of leased equipment
10
years
Lessor’s cost
$68,000
Fair value of asset at May 1, 2017
$93,000
Lessor’s implicit rate
10
%
Lessee’s incremental borrowing rate
10
%
The collectibility of the lease payments is reasonably predictable, and there are no important uncertainties surrounding the costs yet to be incurred by the lessor. The lessee assumes responsibility for all executory costs.
Click here to view factor tables
(c)
Your answer is partially correct. Try again.
Prepare a lease amortization schedule for Sheridan Company for the 5-year lease term.
(Round present value factor calculations to 5 decimal places, e.g. 1.25125 and Round answers to 2 decimal places, e.g. 15.25.)
SHERIDAN COMPANY (Lessee)
Lease Amortization Schedule
Date
Annual Lease Payment Plus
BPO
Interest on
Liability
Reduction of Lease
Liability
Lease Liability
5/1/17
$
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record depreciation.)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record interest.)
1/1/18
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record second payament.)
Question 27
Pearl Corporation manufactures replicators. On January 1, 2017, it leased to Althaus Company a replicator that had cost $100,000 to manufacture. The lease agreement covers the 5-year useful life of the replicator and requires 5 equal annual rentals of $40,200 payable each January 1, beginning January 1, 2017. An interest rate of 12% is implicit in the lease agreement. Collectibility of the rentals is reasonably assured, and there are no important uncertainties concerning costs.
Prepare Pearl’s January 1, 2017, journal entries.
(Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Round present value factor calculations to 5 decimal places, e.g. 1.25124 and the final answer to 0 decimal places e.g. 58,971
.
)
Click here to view factor tables
Date
Account Titles and Explanation
Debit
Credit
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record the lease.)
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record cost.)
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record first lease payment.)
6 years ago
16.01.2017
8
Report Issue
Answer
(
0
)
Bids
(
0
)
other Questions
(
10
)
what can i bring to class that symbolizes growth and change
calculate it.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Consider a past situation where you were a member of a team that w
1. Consider a past situation where you were a member of a team
that was involved in a project. Ideally, this situation should be
where you currently work. However, you can use any situation
or experience in your personal life as well. If you are at a loss
of thinking of a scenario - then you may choose to make up a
project that may be of interest to you instead.
· Describe the overall project goals and your role in the project.
· Explain how the project scope was clearly defined at the
beginning of the project or how it was not clearly defined.
· Prepare and share with us a listing of deliverables from your
project. Offer at least 5 deliverables and two work packages per
deliverable. Identify the WBS code accordingly. For example:
Breakdown
Description
WBS Code
Project
Project Title
1.0
Deliverable 1
Deliverable 1 Description
1.1
WP1
First Work Package
1.1.1
WP2
Second Work Package
1.1.2
Deliverable 2
Deliverable 2 Description
1.2
WP1
First Work Package
1.2.1
2. WP2
Second Work Package
1.2.2
· Finally, complete a quick google search, and locate a website
(that appears credible) that presents an example WBS. Share the
link with your peers along with a sentence or two related to how
their WBS aligns to the typical structure of a WBS as presented
in the week introduction.
Create a concept map of a chosen condition, disease, or disorder
with glucose regulation or metabolic balance considerations.
Write a brief narrative (2-3 pages) that explains why the
evidence cited in the concept map and narrative are valuable
and relevant, as well as how specific interprofessional strategies
will help to improve the outcomes presented in the concept map.
Introduction
Note: Each assessment in this course builds on the work you
completed in the previous assessment. Therefore, you should
complete the assessments in this course in the order in which
they are presented.
The biopsychosocial (BPS) approach to care is a way to view all
aspects of a patient's life. It encourages medical practitioners to
take into account not only the physical and biological health of
a patient, but all considerations like mood, personality, and
socioeconomic characteristics. This course will also explore
aspects of pathophysiology, pharmacology, and physical
assessment (the three Ps) as they relate to specific conditions,
diseases, or disorders.
The first assessment is one in which you will create a concept
map to analyze and organize the treatment of a specific patient
with a specific condition, disease, or disorder.
The purpose of a concept map is to visualize connections
between ideas, connect new ideas to previous ideas, and to
organize ideas logically. Concept maps can be an extremely
3. useful tool to help organize and plan care decisions. This is
especially true in the biopsychosocial model of health, which
takes into account factors beyond just the biochemical aspects
of health. By utilizing a concept map, a nurse can simplify the
connection between disease pathways, drug interactions, and
symptoms, as well as between emotional, personality, cultural,
and socioeconomic considerations that impact health.
Preparation
As you prepare to complete this assessment, you may want to
think about other related issues to deepen your understanding or
broaden your viewpoint. You are encouraged to consider the
questions below and discuss them with a fellow learner, a work
associate, an interested friend, or a member of your professional
community. Note that these questions are for your own
development and exploration and do not need to be completed
or submitted as part of your assessment.
The assessment will be based on the case of a specific patient
with a specific condition, disease, or disorder. Think about an
experience you have had treating a patient with a condition,
disease, or disorder that interests you, or one of the cases
presented in the Vila Health: Concept Maps as Diagnostic
Tools media simulation.
· What is the primary condition, disease, or disorder affecting
the patient?
. What types of experience have you had working with patients
with this condition, disease, or disorder?
. How does this condition, disease, or disorder typically
present?
. What are the recommended treatment options?
. What, if any, characteristics of an individual patient should be
kept in mind when determining a course of treatment.
· How have you used concept maps to help plan and organize
care?
· What are the advantages of concept maps, from your point of
view?
· How could concept maps be more useful?
4. · How can interprofessional communication and collaboration
strategies assist in driving patient safety, efficiency, and quality
outcomes with regard to specific clinical and biopsychosocial
considerations?
· What interprofessional strategies do you recommend health
care providers take in order to meet patient-centered safety and
outcome goals?
Scenario
You have already learned about evidence-based practice and
quality improvement initiatives in previous courses. You will
use this information to guide your assessments, while also
implementing new concepts introduced in this course. For thi s
assessment, you will develop a concept map and provide
supporting evidence and explanations. You may use the case
studies presented in the Vila Health: Concept Maps as
Diagnostic Tools media, a case study from the literature or your
practice that is relevant to the list of conditions below, or
another relevant case study you have developed. This case study
will provide you with the context for creating your concept
map. You may also use the practice context from the case study
or extrapolate the case study information and data into your
own practice setting. Think carefully when you are selecting the
case study for this assessment, as you may choose to build upon
it for the second assessment as well.
Some example conditions, diseases and disorders that are
relevant to metabolic balance and glucose regulation
considerations are:
· Cancer.
· Diabetes (type 2).
· HIV/AIDS.
· Hyperthyroidism.
· Hypothyroidism.
· Metabolic syndrome.
· Obesity.
· Polycycstic ovary syndrome.
· Prediabetes.
5. · Pregnancy.
Instructions
Develop a concept map and a short narrative that supports and
further explains how the concept map is constructed. You may
choose to use the Concept Map Template as a starting point for
your concept map, but are not required to do so. The bullet
points below correspond to the grading criteria in the scoring
guide. Be sure that your evidence-based plan addresses all of
them. You may also want to read the Concept Map scoring
guide and the Guiding Questions: Concept Map document to
better understand how each grading criterion will be assessed.
Part 1: Concept Map
· Develop an evidence-based concept map that illustrates a plan
for achieving high-quality outcomes for a condition that has
impaired glucose or metabolic imbalance as related aspects.
Concept Map Template [DOCX]. You may choose to use this
template for completing this component of the assignment.
Part 2: Additional Evidence (Narrative)
· Justify the value and relevance of the evidence you used as the
basis for your concept map.
· Analyze how interprofessional strategies applied to the
concept map can lead to achievement of desired outcomes.
· Construct concept map and linkage to additional evidence in a
way that facilitates understanding of key information and links.
· Integrate relevant sources to support assertions, correctly
formatting citations and references using current APA style.
Use the APA Style Paper Tutorial [DOCX] to complete this
narrative component.
Example Assessment
You may use the following to give you an idea of what a
Proficient or higher rating on the scoring guide would look like:
· Assessment 1 Example [PDF].
Additional Requirements
· Length of submission: Your concept map should be on a single
page, if at all possible. You can submit the concept map as a
separate file, if you need to. Your additional evidence narrative
6. should be 2-3 double-spaced, typed pages. Your narrative
should be succinct yet substantive.
· Number of references: Cite a minimum of 3-5 sources of
scholarly or professional evidence that supports your concept
map, decisions made regarding care, and interprofessional
strategies. Resources should be no more than five years old.
· APA formatting:
. For the concept map portion of this assessment: Resources and
citations are formatted according to current APA style. Pl ease
include references both in-text and in the reference page that
follows your narrative.
. For the narrative portion of this assessment: use the APA Style
Paper Tutorial [DOCX] to help you in writing and formatting
your analysis. You do not need to include an abstract for this
assessment.
Competencies Measured
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 1: Design patient-centered, evidence-based,
advanced nursing care for achieving high-quality patient
outcomes.
. Develop an evidence-based concept map that illustrates a plan
for achieving high-quality outcomes for a condition that has
impaired glucose or metabolic imbalance as related aspects.
. Justify the value and relevance of the evidence used as the
basis for a concept map.
· Competency 4: Evaluate the efficiency and effectiveness of
interprofessional care systems in achieving desired health care
improvement outcomes.
. Analyze how interprofessional strategies applied to the
concept map can lead to achievement of desired outcomes.
· Competency 5: Communicate effectively with diverse
audiences, in an appropriate form and style, consistent with
organizational, professional, and scholarly standards.
. Construct concept map and linkage to additional evidence in a
9. Patient Info
Name: Jane Doe | Gender: Female | Age: 72
Vitals: Temp: 37 °C (98.6 °F), BP: 162/94, Pulse: 92,
Respiratory rate: 26 and shallow
Chief complaint: Shortness of breath (SOB) and difficulty
breathing
Medical history: Hypertension, hyperlipidemia, and chronic
obstructive pulmonary disease (COPD)
Nursing Diagnosis
Impaired gas exchange related to destruction of the alveoli,
narrowing of
bronchioles, and trapping of air resulting in loss of lung
elasticity
Subjective data: Difficulty breathing and SOB
Objective data: Crackles and wheezing heard upon auscultation,
dyspnea,
tachypnea, nasal flaring, use of accessory muscles, late signs of
cyanosis (Linton,
2015), and oxygen saturation is 90% on room air
Nursing Diagnosis
10. Activity intolerance related to hypoxia (imbalance between
oxygen supply and
demand)
Subjective data: “I find it difficult to breathe. I can’t catch my
breath when I walk a
few feet.” — Jane Doe
Objective data: Late signs of cyanosis, crackles and wheezing
heard upon
auscultation, and use of accessory muscles (Linton, 2015)
Nursing Diagnosis
Ineffective airway clearance related to bronchoconstriction,
increased mucus
production
Subjective data: The patient states she has been sleepi ng in a
recliner chair for the
past three nights because of difficulty breathing
Objective data: Wheezing heard upon auscultation, dyspnea,
tachypnea, and use
of accessory muscles (Linton, 2015)
Nursing Interventions
Independent intervention (II): Monitor the patient’s arterial
blood gases, oxygen
saturation, vital signs, and color and assess for manifestations
such as restlessness,
11. anxiety, lethargy, and confusion
Rationale: This process will help detect potential hypoxemia or
hypercapnia
(LeMone et al., 2015)
Collaborative intervention (CI): Supervise oxygen (O2) at 2
L/min through nasal
cannula as ordered. Instruct the patient and kin not to increase
the O2 level
Rationale: Oxygen therapy is used to treat hypoxia and is
prescribed for chronic
and acute breathing problems (Rees, 2017). However, a sudden
increase in the O2
level can lead to respiratory failure (Linton, 2015)
II: Position the patient in an upright or high Fowler’s position
(Linton, 2015)
Rationale: This posture promotes lung ventilation (LeMone et
al., 2015)
II: Instruct and teach the patient to perform the pursed-lip
breathing technique
Rationale: This technique slows the respiratory rate and reduces
air trapping and
fatigue (LeMone et al., 2015)
Expected Outcomes
Arterial blood gases and vital signs will be consistent with
patient norms,
indicating improvement in gas exchange (Linton, 2015)
The pursed-lip breathing technique will reduce dyspnea (Linton,
2015)
12. Nursing Interventions
II: Demonstrate pursed-lip and diaphragmatic breathing and
encourage the
patient to practice them periodically
Rationale: These techniques reduce air trapping and fatigue and
help maintain
open airways (LeMone et al., 2015)
II: Position the patient in an upright or high Fowler’s position
Rationale: This posture promotes lung ventilation (LeMone et
al., 2015)
CI: Encourage deep breathing and the use of an incentive
spirometer
Rationale: Using an incentive spirometer prevents complications
such as
pneumonia and atelectasis (LeMone et al., 2015)
CI: Collaborate with a respiratory therapist to teach the patient
how to cough
effectively
Rationale: This technique helps open distal alveoli and remove
secretions
(LeMone et al., 2015)
II: Provide emotional support to the patient
Rationale: This intervention will be therapeutic, make the
patient feel
comfortable, and help her cope with the diagnosis (Kazanowski,
2017; LeMone et
al., 2015)
Expected Outcomes
The patient will have open airways. Signs of clear and open
13. airways are normal
depth and rate of respiration, normal breathing sounds, and
effective coughing of
secretions (Linton, 2015)
Nursing Interventions
II: Teach and encourage the use of the pursed-lip breathing
technique while
performing activities
Rationale: This technique can lower breathlessness and improve
respiratory
function (Ackley, Ladwig, Makic, 2016)
II: Advise the patient to take rest periods before and after
activities
Rationale: Resting reduces fatigue and lowers the demand for
oxygen (LeMone et
al., 2015)
CI: Recommend a pulmonary rehabilitation program
Rationale: Pulmonary rehabilitation can lower exertional
dyspnea and perceived
intensity of breathlessness (Ackley et al., 2016)
CI: Collaborate with a respiratory therapist for cough control
and improved
breathing
Rationale: This will help improve or maintain oxygenation in
the patient (Boon,
2018)
CI: Supervise oxygen (O2) at 2 L/min through nasal cannula as
ordered. Instruct the
patient and kin not to increase the O2 level
Rationale: Oxygen therapy is used to treat hypoxia and is
15. map contains urgent diagnoses, possible nursing interventions,
and
opportunities for interprofessional collaboration as well as
rationales and possible high-quality outcomes. The narrative
justifies the
value and relevance of the evidence used in the concept map
and provides additional evidence, conflicting data, and the
scope of
interprofessional collaborations in achieving high-quality
outcomes.
Additional Evidence
Jane Doe is a 72-year-old female experiencing SOB and
difficulty breathing. The suspected diagnoses are based on the
patient’s medical history and physical examination. The
evidence used in the concept map is a combination of subjective
(patient-
reported distress) and objective (symptoms or characteristics
related to a condition observed in the patient) data obtained
after an
investigation. Doe also suffered from emphysema in the past.
Fatigue, SOB, edema, and wheezing are common symptoms of
COPD.
The diagnoses in the concept map are related to various
conditions related to COPD such as emphysema and chronic
bronchitis. This
evidence suggests that the client’s current distress could be
16. related to COPD. However, symptoms such as wheezing, edema,
SOB,
and fatigue can also be observed in a person suffering from
congestive heart failure (LeMone et al., 2015). Even though
COPD and
congestive heart failure have several risk factors and symptoms
in common, the causes and treatments are different.
Interprofessional Strategies
An interprofessional collaboration between health care
professionals, patients, and their caregivers is required for high-
quality
outcomes. Successful collaborations require positive
reinforcement and mutual feedback in an objective and non-
discriminatory
setting (Amalakuhan & Adams, 2015). COPD will benefit from
a combination of pharmacological and non-pharmacological
interventions guided by an interprofessional collaborative
practice. The concept map clearly identifies interventions that
can be
performed independently and those that need interprofessional
collaboration. For instance, it is necessary to collaborate with a
respiratory therapist to teach and assist a patient in coughing
effectively. Similarly, referring the patient to a pulmonary
rehabilitation
program can help lower exertional dyspnea and the perceived
intensity of breathlessness. The concept map also facilitates
17. communication in an interprofessional team by identifying the
types of nursing interventions required, thereby preventing
conflict.
Health care professionals must collaborate with caregivers and
COPD patients to achieve high-quality outcomes. This
collaboration should effectively optimize non-pharmacological
interventions such as providing smoking cessation counseling
for
patients who find it difficult to quit the habit, promoting
pulmonary rehabilitation programs, and administering
appropriate
vaccinations. Interprofessional collaborations should also focus
on helping patients gradually incorporate more physical activity
into
their lifestyles and managing comorbidities common in COPD
in addition to the interventions discussed in the concept map.
Health
care professionals, caregivers, and COPD patients must work
together to deliver the prescribed pharmacotherapy
(Amalakuhan &
Adams, 2015).
Value and Relevance of Evidence
An evidence-based concept map with interprofessional
strategies allows health care professionals to collaborate and
analyze
19. Conclusion
COPD is a group of progressive lung diseases such as
emphysema and bronchitis. Interprofessional strategies to treat
COPD
can improve outcomes, and collaboration between health care
professionals can aid in providing comprehensive care to
patients.
Concept mapping is useful in improving critical thinking among
professionals. A concept map helps in recording a holistic
picture of
the patient’s needs and facilitates visualization of the data.
Therefore, a concept map is an essential tool to develop nursing
care plans
to achieve high-quality outcomes.
CONCEPT MAP 5
21. Kazanowski, M. K. (2017). End-of-life-care concepts. In
Ignatavicius, D. D., Workman, M. L., & Rebar, C. R. (Eds.),
Medical-
surgical nursing: Concepts for interprofessional collaborative
care (9th ed., pp. 103–116). Retrieved from
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244&dq=incentive%20spirometer%20prevent%20pneumonia
&pg=PA112#v=onepage&q&f=false
LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham,
L., & Reid-Searl, K. (2015). Medical-Surgical nursing: Critical
thinking for person-centred care (2nd Australian ed.). Retrieved
from
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P1&dq=LeMone%2C%20Burke%2C%20Dwyer%2C%20Lev
ett-Jones%2C%20Moxham%2C%20Reid-
Searl%2C%202015&pg=PP1#v=onepage&q=LeMone,%20Burke
,%20Dwyer,%20Levett-Jones,%20Moxham,%20Reid-
Searl,%202015&f=false
Linton, A. D. (2015). Introduction to medical-surgical nursing
(6th ed.). Retrieved from
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&pg=PP1#v=onepage&q&f=false
Rees, H. (2017). Care of patients requiring oxygen therapy or
22. tracheostomy. In Ignatavicius, D. D., Workman, M. L., &
Rebar, C. R.
(Eds.), Medical-surgical nursing: Concepts for interprofessional
collaborative care (9th ed., pp. 529–546). Retrieved from
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244&dq=incentive%20spirometer%20prevent%20pneumonia
&pg=PA529#v=onepage&q&f=false
5/10/22, 11:29 AM Vila Health: Concept Maps as Diagnostic
Tools Transcript
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Vila Health: Concept Maps
as Diagnostic Tools
Introduction
The Interview
The Concept Map
Conclusion
23. Introduction
Vila Health: Concept Maps as
Diagnostic Tools
Concept maps are an important tool in patient-centered care
planning. A concept map helps to synthesize facts about a
patient's health needs and personal circumstances with
available evidence and analysis. Such a tool becomes more
useful when a patient has complex health, economic, and
cultural needs.
In this simulation, you will be conducting a short interview with
a patient
and then assembling a concept map for use in that patient's care
plan.
St. Anthony Medical
Center
Exam Room
You are a nurse at St. Anthony Medical Center. You have been
asked to
interview Carrie, an incoming patient. Carrie Alves is a 31-
year-old
woman who is concerned about problems with her menstrual
cycle. Ask
her some questions to find out more about her situation.
5/10/22, 11:29 AM Vila Health: Concept Maps as Diagnostic
Tools Transcript
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Interview:
24. Your intake form says that you’re experiencing
irregularities in your menstrual cycle. Can you tell me
more?
Yeah. I’m kind of freaked out. I used to be really regular, but
for the past
six months or so, my cycle’s been way, way off. I think I’ve
only had three
periods in that time frame, and the timing between them has
been really
random.
That sounds very upsetting.
Yes, definitely! At first, I was excited when I didn’t get my
period- my
husband and I have been trying to get pregnant for a while now,
and I
thought we’d succeeded. Then I took a pregnancy test and saw
that
wasn’t what was going on. Still, I thought maybe the change to
my cycle
was because my body was getting used to quitting birth control.
Are you experiencing any other symptoms?
I’m not sure. I guess I have a few other things going on, but I’m
not sure if
they’re related or not.
Such as?
I’ve had a lot of trouble sleeping lately. I have these really
vivid dreams
and then just pop awake and can’t get back to sleep. I guess I’m
putting
on weight… I was kind of afraid to weigh myself at home, but
I’ve noticed
my pants haven’t been fitting very well. Then I got weighed
here and…
25. sigh. Looks like I’m up 12 pounds.
I’ve also– and I know this is weird – I’ve been having really
bad acne
breakouts. I thought maybe that was from my hormones getting
out of
whack from getting off birth control, too, but it’s been going on
for a while.
I don’t know. And – this is also weird– I’ve had a bunch of
hairs growing
on my chin all the sudden. I pluck them, and they grow right
back.
The Concept Map
Record Your
Observations
5/10/22, 11:29 AM Vila Health: Concept Maps as Diagnostic
Tools Transcript
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fpx6021element236814/transcript.asp 3/3
After interviewing Carrie Alves, you should organize your
observations
and thoughts into a concept map that can clarify the situation.
Once you've planned your patient's care, you will be able to
download
your concept map.
Conclusion
Using a concept map to plan a patient’s care can be essential
26. when the case and the patient’s overall needs are complex. In
this simulation, you’ve used the details of a patient’s case to
draft a concept map for her care.
Click either the Word Doc or PDF button below to download the
text for your concept map draft. You will use this text to create
a final concept map for your assignment in this unit.
After you’ve downloaded your text, you will put it into a
concept
map template. You may use the template provided in the
assignment, another template, or your own concept map format
for your final map.
Click any heading in your concept map to reveal the complete
content.
Licensed under a Creative Commons Attribution 3.0 License
(//creativecommons.org/licenses/by-nc-nd/3.0/)
https://creativecommons.org/licenses/by-nc-nd/3.0/
MSN-FPX6021 Concept Map
Concept Map
Marilyn Melendez
Capella University
NURS-FPX6021 - Biopsychosocial Concepts for Advanced
27. Nursing Practice I
Dr. Hooven
October 24, 2021
This study source was downloaded by 100000772470296 from
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Concept Map COPD
Treatment
Oral corticosteroids such as
beclomethasone (Qvar),
budesonide (Pulmicort),
fluticasone (Flovent),
mometasone (Asmanex)
(Hanania et al.,2017).
Patient Info:
54 yr old African American appears7 0 yrs old
with dx of COPD , Hx seizures Smokes (1 ½
pack a day.) Pt has O2 2L/min via Nasal
cannula. Unable to performed ADL’s due SOB
28. when walking short distances.
Outcomes:
Reduced episodes of
dyspnea during an
activity.
Treatment:
Teach the patient on exercises
that enhances breathing
capacity such as diaphragmatic
and purse-lip breathing.
Outcomes:
Improvement of
breathing pattern.
Most Urgent Nursing Diagnosis: Impaired Gas Exchange r/t
altered oxygen supply AEB SOB and the need to use oxygen.
COPD
PRIORITY ASSESSMENTS:
1.SOB
2.Activity Intolerance
3. Irregular Lung Sounds
29. Outcomes:
Demonstrate improved
ventilation and adequate
oxygenation of tissues by
ABGs within patient’s
normal range and be free of
symptoms of respiratory
distress.
Treatment
Spirometer use.Treatment:O2 2l/via nasal
canula Terbutaline 0.3 mg
SQ every 3 hr prn for SOB,
Aerosol Alupent 0.25cc’s in
2 cc’s NS q 6h.
Nursing Diagnosis 3: Activity Intolerance Related to an
Imbalance between oxygen supply and demand due to
inefficient work breathing AEB dyspnea when walking
short distances.
[Other, Insert
Appropriate
Title]
Nursing Diagnosis 2: Ineffective Breathing Pattern r/t
30. Ineffective inspiration and expiration occurring with chronic
airflow constraints, AEB irregular lung sounds.
Wheezes/crackles on auscultation on both lung fields
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