NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
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Complete Contact Information
Student Information
GCU
Name:
Tania Gonzalez Diaz
E-mail:
[email protected]
Phone Number:
786-269-1606
Course Faculty Information
GCU
Name:
Melissa Reedy
E-mail:
[email protected]
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
Lourdes Aleman
E-mail:
[email protected]
Phone Number:
305-300-5165
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☒
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
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C
T
I
C
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E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxgibbonshay
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-490 Individual Success PlanREQUIRED PRACTICE HOURS 100P.docxvannagoforth
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
P
R
A
C
T
I
C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
E-mail:
Phone Number:
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☐
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments which may include the following: Memorandums of Understanding (MOU)(if Affiliation Agreement is not required); comprehensive lo ...
FIELD EXPERIENCE SITE INFORMATION FORMStudent Name Studen.docxlmelaine
FIELD EXPERIENCE SITE INFORMATION FORM
Student Name: Student ID#:
Program of Study/Degree:
Where do you plan to complete
your field experience hours?
Site Name:
Address 1:
Address 2:
City: State: Zip:
What type of facility is this?
What is the primary population type?
What is the unit type, if applicable?
What types of patients are seen in this facility?
How does this site experience meet your course objectives?
Student Signature: Date:
Note: Students to provide this form to both OFE and into their classroom according to this schedule: RN to BSN during week 1 of
capstone; MSN during week 1 of the Practicum/Clinical or DNP during first week of DNP 805. DNP students also provide preceptor CV.
16CON0003
Student ID: Student Name: Program of Study/Degree: Site Name: Site Name 1: Site Name Address1: Site Name Address2: City: State: Zip: Preceptor's Name: Preceptor's Title: Preceptor's PH: Preceptor's Email ADD: Preceptor's Credentials: Signature 1: Date 1:
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
P
R
A
C
T
I
C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
E-mail:
Phone Number:
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☐
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the followi ...
NRS-490 Individual Success PlanISP InstructionsUse this form t.docxmccormicknadine86
NRS-490 Individual Success Plan
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each task and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments which may include the following: Memorandums of Understanding (MOU)(if Affiliation Agreement is not required); comprehensive log of practice immersion hours applied to baccalaureate level learning outcomes; evaluations from faculty and mentors; your evaluations of your mentor; scholarly activity report; competency self-assessment (part of your ISP); reflective journal (Submitted in Week 10 but covering all weeks in the course); course goals and plan for how competencies and practice immersion hours will be met; and both faculty and mentor approvals of course goals and documented practi.
DNP REFLECTIVE JOURNAL 22THE ESSENTIALS OF REFLECTIVE PRACDustiBuckner14
DNP REFLECTIVE JOURNAL 2
2
THE ESSENTIALS OF REFLECTIVE PRACTICE
The Essentials of Reflective Practice
DNP-801A-Introduction to DNP Studies
Marian Alli
Grand Canyon University
December 10, 2021.
Introduction
The following paper offers a reflection on the validation regarding the nursing students’ incorporation as well as acquisition regarding the course aims associated with the Doctor of Nursing Practice programs. This is also associated with the inclusion of the acquisition regarding the AACN essentials regarding the Doctoral Education for Advanced Nursing Practice (AACN, 2019). The reflection paper will focus on the key competencies as well as skills gained throughout the program. The course has been highly effective in individual develop of situation management as well as effective decision making among the DNP graduates.
Reflection
The DNP practices are highly essential for the nursing students which usually mandates that the growth as well as the Increment of the cases associated with healthcare complexity are handled with consistency and efficiency (Wheeler et al., 2017). The guiding teams as well as the professors were adequate and comprehensive in offering knowledge as well as learning experiences that will see the DNP students being innovative as well as excellent in care dispensing. There are various skills as well as knowledge aspects which were gained. Two key skills gained are:
· Inclusive & Organized Analysis Regarding Health Structures
This is a key skill that is essential in ensuring that all the health and disease issues are handled with insightful knowledge and decision making. There are numerous health complication management issues thus the need to be adequate as well as sufficient in the incorporation of key knowledge in handling them. The course offered a golden opportunity to understand the key information needed to successfully accomplish this (Reljić et al., 2019).
· Analysis as well as Application & Framework of Health Science type of interventions
Therapeutic form of interventions were effectively practiced. The DNP students had an opportunity to develop as well as carry out an analysis, the implementation, and the practical experience of a variety of interventions. There was efficient and sufficient knowledge sharing regarding the leadership roles as the health educators as well as clinical presenters and even medical project authors all with a key aim of facilitating personal and professional growth in the health science interventions. With this skill, there is so much insight attained on constructive operations and constrictive feedback. This is key in ensuring that all the processes are carried out in the most appropriate way for efficiency and feasibility to be achieved (Schönthaler et al., 2017).
Conclusion
The identified completion regarding the DNP program at the university has been successful. The professor was com ...
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxgibbonshay
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-490 Individual Success PlanREQUIRED PRACTICE HOURS 100P.docxvannagoforth
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
P
R
A
C
T
I
C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
E-mail:
Phone Number:
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☐
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments which may include the following: Memorandums of Understanding (MOU)(if Affiliation Agreement is not required); comprehensive lo ...
FIELD EXPERIENCE SITE INFORMATION FORMStudent Name Studen.docxlmelaine
FIELD EXPERIENCE SITE INFORMATION FORM
Student Name: Student ID#:
Program of Study/Degree:
Where do you plan to complete
your field experience hours?
Site Name:
Address 1:
Address 2:
City: State: Zip:
What type of facility is this?
What is the primary population type?
What is the unit type, if applicable?
What types of patients are seen in this facility?
How does this site experience meet your course objectives?
Student Signature: Date:
Note: Students to provide this form to both OFE and into their classroom according to this schedule: RN to BSN during week 1 of
capstone; MSN during week 1 of the Practicum/Clinical or DNP during first week of DNP 805. DNP students also provide preceptor CV.
16CON0003
Student ID: Student Name: Program of Study/Degree: Site Name: Site Name 1: Site Name Address1: Site Name Address2: City: State: Zip: Preceptor's Name: Preceptor's Title: Preceptor's PH: Preceptor's Email ADD: Preceptor's Credentials: Signature 1: Date 1:
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
P
R
A
C
T
I
C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
E-mail:
Phone Number:
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☐
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the followi ...
NRS-490 Individual Success PlanISP InstructionsUse this form t.docxmccormicknadine86
NRS-490 Individual Success Plan
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each task and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments which may include the following: Memorandums of Understanding (MOU)(if Affiliation Agreement is not required); comprehensive log of practice immersion hours applied to baccalaureate level learning outcomes; evaluations from faculty and mentors; your evaluations of your mentor; scholarly activity report; competency self-assessment (part of your ISP); reflective journal (Submitted in Week 10 but covering all weeks in the course); course goals and plan for how competencies and practice immersion hours will be met; and both faculty and mentor approvals of course goals and documented practi.
DNP REFLECTIVE JOURNAL 22THE ESSENTIALS OF REFLECTIVE PRACDustiBuckner14
DNP REFLECTIVE JOURNAL 2
2
THE ESSENTIALS OF REFLECTIVE PRACTICE
The Essentials of Reflective Practice
DNP-801A-Introduction to DNP Studies
Marian Alli
Grand Canyon University
December 10, 2021.
Introduction
The following paper offers a reflection on the validation regarding the nursing students’ incorporation as well as acquisition regarding the course aims associated with the Doctor of Nursing Practice programs. This is also associated with the inclusion of the acquisition regarding the AACN essentials regarding the Doctoral Education for Advanced Nursing Practice (AACN, 2019). The reflection paper will focus on the key competencies as well as skills gained throughout the program. The course has been highly effective in individual develop of situation management as well as effective decision making among the DNP graduates.
Reflection
The DNP practices are highly essential for the nursing students which usually mandates that the growth as well as the Increment of the cases associated with healthcare complexity are handled with consistency and efficiency (Wheeler et al., 2017). The guiding teams as well as the professors were adequate and comprehensive in offering knowledge as well as learning experiences that will see the DNP students being innovative as well as excellent in care dispensing. There are various skills as well as knowledge aspects which were gained. Two key skills gained are:
· Inclusive & Organized Analysis Regarding Health Structures
This is a key skill that is essential in ensuring that all the health and disease issues are handled with insightful knowledge and decision making. There are numerous health complication management issues thus the need to be adequate as well as sufficient in the incorporation of key knowledge in handling them. The course offered a golden opportunity to understand the key information needed to successfully accomplish this (Reljić et al., 2019).
· Analysis as well as Application & Framework of Health Science type of interventions
Therapeutic form of interventions were effectively practiced. The DNP students had an opportunity to develop as well as carry out an analysis, the implementation, and the practical experience of a variety of interventions. There was efficient and sufficient knowledge sharing regarding the leadership roles as the health educators as well as clinical presenters and even medical project authors all with a key aim of facilitating personal and professional growth in the health science interventions. With this skill, there is so much insight attained on constructive operations and constrictive feedback. This is key in ensuring that all the processes are carried out in the most appropriate way for efficiency and feasibility to be achieved (Schönthaler et al., 2017).
Conclusion
The identified completion regarding the DNP program at the university has been successful. The professor was com ...
NTTAP Webinar: Postgraduate NP/PA Residency: Discussing your Key Program Staf...CHC Connecticut
Expert faculty will discuss the drivers, benefits, and processes of implementing a postgraduate residency training program at your health center. This session will dive deeper into a discussion on the responsibilities of key program staff, preceptors, mentors, and faculty for successful implementation. This webinar will equip participants with a road map to go from planning to implementation and offer an opportunity for coaching support.
Panelists:
• Program Director of the Nurse Practitioner Residency Program, Charise Corsino, MA
• Clinical Program Director of the Nurse Practitioner Residency Program, Nicole Seagriff, DNP, APRN, FNP-BC
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
Students maintained and submitted weekly reflective narratives throu.docxorlandov3
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
.
Paper 1Benchmark - Professional Capstone and Practicum.docxsmile790243
Paper 1
Benchmark - Professional Capstone and Practicum Reflective Journal
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
PAPER 2
Capstone Project Change Proposal Presentation
Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback.
After presenting your capstone project change proposal, write a
250-350
word summary of the presentation. Includ.
2 part task APA FormatPart 1The role of the nurse educator requ.docxsandibabcock
2 part task: APA Format
Part 1
The role of the nurse educator requires specialized knowledge and skills. One of the essential competencies necessary for the role is the ability to develop relevant curricula for the preparation of future nurses. It is therefore important that nurse educators comprehend and stay well-informed of trends and issues which may impact nursing education.
This task is intended to facilitate your ability to develop competency statements and related learning objectives; select relevant learning assessment and evaluation tools; create learning activities that promote critical thinking and reflective skills; and actively engage and support students with diverse learning needs. As an educator, you are also required to demonstrate effective analytical skills in the evaluation of methods used to determine the achievement of program outcomes. In addition, in this task you write an element of an exam. This will help you comprehend different item types and the process involved when you develop items for course exams. These learning activities assist in building an educational foundation between the classroom setting and the clinical setting.
Scenario:
The nursing faculty at Hartford University have developed a new BSN curriculum and begun the work of designing and developing individual courses. You are a full-time, tenure-track faculty member assigned to develop courses in level one—the first year of the nursing program. Students at this level have completed all prerequisites for the BSN program.
You are asked to develop the Nursing Fundamentals course, the first clinical course students engage in once admitted to the BSN nursing program. According to the results of the nursing program entrance exam, the students who will be taking the Nursing Fundamentals course were found to have an equal distribution of visual, auditory, and kinesthetic learning styles. The Nursing Fundamentals course will introduce students to nursing care across the lifespan. It will also provide students with the tools necessary to perform basic nursing care in clinical settings and will provide the framework for future clinical courses (e.g., medical/surgical, pediatric, obstetrics/gynecology, mental health, and community nursing specialties).
Requirements:
A. Develop
four
competency statements specific to the Nursing Fundamentals course that are based on contemporary professional nursing standards and guidelines.
1. Explain how
each
of the
four
competencies you developed aligns with
one
of the following national nursing standards and guidelines:
• Commission on Collegiate Nursing Education (CCNE)
• National League for Nursing (NLN)
• Quality and Safety Education for Nurses (QSEN)
2. Create
three
learning objectives for
one
of the course competencies that you developed.
a. Discuss
one
criterion you will use to select appropriate learning resources to achieve the learning objectives you created.
3. Discuss
one
of the following a.
What are your goals once you complete your Bachelor Science of Nursi.docxberthacarradice
What are your goals once you complete your Bachelor Science of Nursing?
As we get started in the capstone course of your program, reflect on your growth throughout the BSN program at SNHU. A key function of this capstone course is to give you an opportunity to look back at what you have learned and achieved. As part of your reflection, review the course outcomes, which are the same as the BSN program outcomes, and answer the following questions in your discussion post:
How have you achieved these outcomes?
In what specific ways has this education changed you both professionally and personally?
What specific program outcome challenged you the most, and how has your thinking changed in this area?
Course Outcomes for: Transformational Capstone course
-Apply skills in using patient care technologies, information systems, and clinical decision support tools to promote safe nursing practice and quality patient outcomes
•Utilize evidence-based practice in planning, implementing, and evaluating outcomes of care
•Formulate strategies to promote health and prevent disease in individuals and populations across the life span
•Implement patient safety and quality initiatives within the complex clinical microsystem using leadership and communication skills
•Analyze trends in healthcare policy, finance, and regulatory environments and their implications for healthcare access, equity, and affordability
•Evaluate life-long learning and nursing engagement to promote personal and professional transformation.
...
Running head INDIVIDUAL SUCCESS PLAN1INDIVIDUAL SUCCESS PLAN.docxwlynn1
Running head: INDIVIDUAL SUCCESS PLAN1
INDIVIDUAL SUCCESS PLAN2
NRS 490: Self-Assessment and Individual Success Plan
Name: Nanah Kamara
Institution: GCU
Application-based Learning Course Assignments
List of Current Course Objectives
Number of Clock Hours Associated with Each Assignment
Assignment
Date Due
Self-Assessment:
GCU RN-to-BSN
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
Date
Assignment
Completed
Week 1
· My professional capstone & documentation of the practicum process
· My personal success Strategy
· My professional capstone & a reflective journal of the practicum process, among other scholarly/ academic activities
i. Acknowledging of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/13/2020
The Effective Communication (MCI): Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful (GCU, 2015).
1/19/2020
Week 2
· Selecting the topic for my capstone project and forwarding for approval
· clarifying the statement for my topic II, practicing, and assigning of time for its completion
i. Identification of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/20/2020
MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice (GCU, 2015).
MC4:Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to bac.
Running head INDIVIDUAL SUCCESS PLAN1INDIVIDUAL SUCCESS PLAN.docxjeanettehully
Running head: INDIVIDUAL SUCCESS PLAN1
INDIVIDUAL SUCCESS PLAN2
NRS 490: Self-Assessment and Individual Success Plan
Name: Nanah Kamara
Institution: GCU
Application-based Learning Course Assignments
List of Current Course Objectives
Number of Clock Hours Associated with Each Assignment
Assignment
Date Due
Self-Assessment:
GCU RN-to-BSN
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
Date
Assignment
Completed
Week 1
· My professional capstone & documentation of the practicum process
· My personal success Strategy
· My professional capstone & a reflective journal of the practicum process, among other scholarly/ academic activities
i. Acknowledging of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/13/2020
The Effective Communication (MCI): Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful (GCU, 2015).
1/19/2020
Week 2
· Selecting the topic for my capstone project and forwarding for approval
· clarifying the statement for my topic II, practicing, and assigning of time for its completion
i. Identification of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/20/2020
MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice (GCU, 2015).
MC4:Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to bac ...
Students maintained and submitted weekly reflective narratives throu.docxrosemariebrayshaw
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
...
Based on your course reading assignments and your pending research p.docxcherishwinsland
Based on your course reading assignments and your pending research problem, what type of study do you believe you are conducting, and please explain why?
Extra materials:
Descriptive
research
is a study designed to depict the participants in an accurate way. More simply put, descriptive analysis is all about describing people who take part in the survey.
There are three ways a researcher can go about doing a descriptive research project, and they are:
Observational, defined as a method of viewing and recording the participants
Case study, defined as an in-depth study of an individual or group of individuals
Survey, defined as a brief interview or discussion with an individual about a specific topic
Mixed
methods
research
(Extracted from the article below) is the use of quantitative and qualitative methods in a single study or series of studies. It is a new methodology that is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design, and critical appraisal of mixed methods research. However, few papers summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies.
Article: Using Mixed Methods in Health Research
Meta-Analysis
Meta
-
analysis
is a statistical technique for combining data from multiple studies on a particular topic. A Meta-analysis is an analytical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta‐analysis has become an increasingly popular and valuable tool in psychological research, and significant review articles typically employ these methods.
Article: Meta-Analysis in Medical Research
Epidemiology
According to the Centers for Disease Control,
Epidemiology
is the method used to find the causes of health outcomes and diseases in populations. In epidemiology, the patient is the community and individuals are viewed collectively. By definition, epidemiology is the study (scientific, systematic, and data-driven) of the distribution (frequency, pattern) and determinants (causes, risk factors) of health-related states and events (not just diseases) in specified populations (neighborhood, school, city, state, country, global).
Article: Epidemiology is a Science of High Importance
Longitudinal Studies
Longitudinal Study, an epidemiologic study that follows a population forward over time, evaluating the effects of one or more variables on a process. If individuals are followed, it is termed a longitudinal cohort study. If classes—e.g., age classes—are studied, it is a longitudinal cross-sectional study. Longitudinal studies are the converse (opposite) of horizontal (parallel) studies.
Article Longitudinal Studies
.
Based on yesterday Assignment (Green Machine)1. Provide a Com.docxcherishwinsland
Based on yesterday Assignment (Green Machine)
1. Provide a Comprehensive Strategy Assessment -
2. Describe each key competitor’s current positioning/marketing strategy.
3. What are each key competitor’s major sources of competitive advantage?
Note: I'm attached a Sample Document. please check it any questions or you can ping me.
.
Based on what youve learned from the material on incidental teachin.docxcherishwinsland
Based on what you've learned from the material on incidental teaching, in a two page (minimum) double spaced paper, describe in detail how you would implement an incidentaI teaching model in a preschool classroom with 10 children. Include: methods of target behavior identification, methods of reinforcement, and expected outcomes as a result of IT implementation.
.
Based on what you have learned related to cybercrime and technol.docxcherishwinsland
Based on what you have learned related to cybercrime and technology, write 2 pages outlining your opinion of what might happen in the future with the emergence of artificial intelligence and/or autonomous vehicles (any kind) and other emerging technologies.
What kind of crimes do you think might be possible?
How might our legal system have to change in order to keep up?
Do we need stricter laws or better technology? or both?
.
Based on what you have learned in this class, write a letter to a fu.docxcherishwinsland
Based on what you have learned in this class, write a letter to a future employer that explains how religion, language, philosophy, material culture, non-material culture, and/or interaction with the environment have shaped the origins and evolution of world civilizations. Please provide at least two concrete examples.
pick on and write about it. 3 pages
.
Based on what you have learned about using unified communication.docxcherishwinsland
Based on what you have learned about using unified communication platforms in a collaborative environment,
create
a 5-slide presentation to a department head or the CEO of a company to convince the audience that this would benefit their business.
Remember to use this format:
Introduction
State the business problem
The current set up
What is Unified Communication Platforms
State how Unified Communication Platforms will help the business
Cite at least two apps that are part of Unified Communication Platforms that is recommended by you
Cost of moving to Unified Communication Platform
Conclusion
Click
the Assignment Files tab to submit your assignment.
.
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NTTAP Webinar: Postgraduate NP/PA Residency: Discussing your Key Program Staf...CHC Connecticut
Expert faculty will discuss the drivers, benefits, and processes of implementing a postgraduate residency training program at your health center. This session will dive deeper into a discussion on the responsibilities of key program staff, preceptors, mentors, and faculty for successful implementation. This webinar will equip participants with a road map to go from planning to implementation and offer an opportunity for coaching support.
Panelists:
• Program Director of the Nurse Practitioner Residency Program, Charise Corsino, MA
• Clinical Program Director of the Nurse Practitioner Residency Program, Nicole Seagriff, DNP, APRN, FNP-BC
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
Students maintained and submitted weekly reflective narratives throu.docxorlandov3
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
.
Paper 1Benchmark - Professional Capstone and Practicum.docxsmile790243
Paper 1
Benchmark - Professional Capstone and Practicum Reflective Journal
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
PAPER 2
Capstone Project Change Proposal Presentation
Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback.
After presenting your capstone project change proposal, write a
250-350
word summary of the presentation. Includ.
2 part task APA FormatPart 1The role of the nurse educator requ.docxsandibabcock
2 part task: APA Format
Part 1
The role of the nurse educator requires specialized knowledge and skills. One of the essential competencies necessary for the role is the ability to develop relevant curricula for the preparation of future nurses. It is therefore important that nurse educators comprehend and stay well-informed of trends and issues which may impact nursing education.
This task is intended to facilitate your ability to develop competency statements and related learning objectives; select relevant learning assessment and evaluation tools; create learning activities that promote critical thinking and reflective skills; and actively engage and support students with diverse learning needs. As an educator, you are also required to demonstrate effective analytical skills in the evaluation of methods used to determine the achievement of program outcomes. In addition, in this task you write an element of an exam. This will help you comprehend different item types and the process involved when you develop items for course exams. These learning activities assist in building an educational foundation between the classroom setting and the clinical setting.
Scenario:
The nursing faculty at Hartford University have developed a new BSN curriculum and begun the work of designing and developing individual courses. You are a full-time, tenure-track faculty member assigned to develop courses in level one—the first year of the nursing program. Students at this level have completed all prerequisites for the BSN program.
You are asked to develop the Nursing Fundamentals course, the first clinical course students engage in once admitted to the BSN nursing program. According to the results of the nursing program entrance exam, the students who will be taking the Nursing Fundamentals course were found to have an equal distribution of visual, auditory, and kinesthetic learning styles. The Nursing Fundamentals course will introduce students to nursing care across the lifespan. It will also provide students with the tools necessary to perform basic nursing care in clinical settings and will provide the framework for future clinical courses (e.g., medical/surgical, pediatric, obstetrics/gynecology, mental health, and community nursing specialties).
Requirements:
A. Develop
four
competency statements specific to the Nursing Fundamentals course that are based on contemporary professional nursing standards and guidelines.
1. Explain how
each
of the
four
competencies you developed aligns with
one
of the following national nursing standards and guidelines:
• Commission on Collegiate Nursing Education (CCNE)
• National League for Nursing (NLN)
• Quality and Safety Education for Nurses (QSEN)
2. Create
three
learning objectives for
one
of the course competencies that you developed.
a. Discuss
one
criterion you will use to select appropriate learning resources to achieve the learning objectives you created.
3. Discuss
one
of the following a.
What are your goals once you complete your Bachelor Science of Nursi.docxberthacarradice
What are your goals once you complete your Bachelor Science of Nursing?
As we get started in the capstone course of your program, reflect on your growth throughout the BSN program at SNHU. A key function of this capstone course is to give you an opportunity to look back at what you have learned and achieved. As part of your reflection, review the course outcomes, which are the same as the BSN program outcomes, and answer the following questions in your discussion post:
How have you achieved these outcomes?
In what specific ways has this education changed you both professionally and personally?
What specific program outcome challenged you the most, and how has your thinking changed in this area?
Course Outcomes for: Transformational Capstone course
-Apply skills in using patient care technologies, information systems, and clinical decision support tools to promote safe nursing practice and quality patient outcomes
•Utilize evidence-based practice in planning, implementing, and evaluating outcomes of care
•Formulate strategies to promote health and prevent disease in individuals and populations across the life span
•Implement patient safety and quality initiatives within the complex clinical microsystem using leadership and communication skills
•Analyze trends in healthcare policy, finance, and regulatory environments and their implications for healthcare access, equity, and affordability
•Evaluate life-long learning and nursing engagement to promote personal and professional transformation.
...
Running head INDIVIDUAL SUCCESS PLAN1INDIVIDUAL SUCCESS PLAN.docxwlynn1
Running head: INDIVIDUAL SUCCESS PLAN1
INDIVIDUAL SUCCESS PLAN2
NRS 490: Self-Assessment and Individual Success Plan
Name: Nanah Kamara
Institution: GCU
Application-based Learning Course Assignments
List of Current Course Objectives
Number of Clock Hours Associated with Each Assignment
Assignment
Date Due
Self-Assessment:
GCU RN-to-BSN
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
Date
Assignment
Completed
Week 1
· My professional capstone & documentation of the practicum process
· My personal success Strategy
· My professional capstone & a reflective journal of the practicum process, among other scholarly/ academic activities
i. Acknowledging of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/13/2020
The Effective Communication (MCI): Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful (GCU, 2015).
1/19/2020
Week 2
· Selecting the topic for my capstone project and forwarding for approval
· clarifying the statement for my topic II, practicing, and assigning of time for its completion
i. Identification of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/20/2020
MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice (GCU, 2015).
MC4:Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to bac.
Running head INDIVIDUAL SUCCESS PLAN1INDIVIDUAL SUCCESS PLAN.docxjeanettehully
Running head: INDIVIDUAL SUCCESS PLAN1
INDIVIDUAL SUCCESS PLAN2
NRS 490: Self-Assessment and Individual Success Plan
Name: Nanah Kamara
Institution: GCU
Application-based Learning Course Assignments
List of Current Course Objectives
Number of Clock Hours Associated with Each Assignment
Assignment
Date Due
Self-Assessment:
GCU RN-to-BSN
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
Date
Assignment
Completed
Week 1
· My professional capstone & documentation of the practicum process
· My personal success Strategy
· My professional capstone & a reflective journal of the practicum process, among other scholarly/ academic activities
i. Acknowledging of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/13/2020
The Effective Communication (MCI): Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful (GCU, 2015).
1/19/2020
Week 2
· Selecting the topic for my capstone project and forwarding for approval
· clarifying the statement for my topic II, practicing, and assigning of time for its completion
i. Identification of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/20/2020
MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice (GCU, 2015).
MC4:Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to bac ...
Students maintained and submitted weekly reflective narratives throu.docxrosemariebrayshaw
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
...
Based on your course reading assignments and your pending research p.docxcherishwinsland
Based on your course reading assignments and your pending research problem, what type of study do you believe you are conducting, and please explain why?
Extra materials:
Descriptive
research
is a study designed to depict the participants in an accurate way. More simply put, descriptive analysis is all about describing people who take part in the survey.
There are three ways a researcher can go about doing a descriptive research project, and they are:
Observational, defined as a method of viewing and recording the participants
Case study, defined as an in-depth study of an individual or group of individuals
Survey, defined as a brief interview or discussion with an individual about a specific topic
Mixed
methods
research
(Extracted from the article below) is the use of quantitative and qualitative methods in a single study or series of studies. It is a new methodology that is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design, and critical appraisal of mixed methods research. However, few papers summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies.
Article: Using Mixed Methods in Health Research
Meta-Analysis
Meta
-
analysis
is a statistical technique for combining data from multiple studies on a particular topic. A Meta-analysis is an analytical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta‐analysis has become an increasingly popular and valuable tool in psychological research, and significant review articles typically employ these methods.
Article: Meta-Analysis in Medical Research
Epidemiology
According to the Centers for Disease Control,
Epidemiology
is the method used to find the causes of health outcomes and diseases in populations. In epidemiology, the patient is the community and individuals are viewed collectively. By definition, epidemiology is the study (scientific, systematic, and data-driven) of the distribution (frequency, pattern) and determinants (causes, risk factors) of health-related states and events (not just diseases) in specified populations (neighborhood, school, city, state, country, global).
Article: Epidemiology is a Science of High Importance
Longitudinal Studies
Longitudinal Study, an epidemiologic study that follows a population forward over time, evaluating the effects of one or more variables on a process. If individuals are followed, it is termed a longitudinal cohort study. If classes—e.g., age classes—are studied, it is a longitudinal cross-sectional study. Longitudinal studies are the converse (opposite) of horizontal (parallel) studies.
Article Longitudinal Studies
.
Based on yesterday Assignment (Green Machine)1. Provide a Com.docxcherishwinsland
Based on yesterday Assignment (Green Machine)
1. Provide a Comprehensive Strategy Assessment -
2. Describe each key competitor’s current positioning/marketing strategy.
3. What are each key competitor’s major sources of competitive advantage?
Note: I'm attached a Sample Document. please check it any questions or you can ping me.
.
Based on what youve learned from the material on incidental teachin.docxcherishwinsland
Based on what you've learned from the material on incidental teaching, in a two page (minimum) double spaced paper, describe in detail how you would implement an incidentaI teaching model in a preschool classroom with 10 children. Include: methods of target behavior identification, methods of reinforcement, and expected outcomes as a result of IT implementation.
.
Based on what you have learned related to cybercrime and technol.docxcherishwinsland
Based on what you have learned related to cybercrime and technology, write 2 pages outlining your opinion of what might happen in the future with the emergence of artificial intelligence and/or autonomous vehicles (any kind) and other emerging technologies.
What kind of crimes do you think might be possible?
How might our legal system have to change in order to keep up?
Do we need stricter laws or better technology? or both?
.
Based on what you have learned in this class, write a letter to a fu.docxcherishwinsland
Based on what you have learned in this class, write a letter to a future employer that explains how religion, language, philosophy, material culture, non-material culture, and/or interaction with the environment have shaped the origins and evolution of world civilizations. Please provide at least two concrete examples.
pick on and write about it. 3 pages
.
Based on what you have learned about using unified communication.docxcherishwinsland
Based on what you have learned about using unified communication platforms in a collaborative environment,
create
a 5-slide presentation to a department head or the CEO of a company to convince the audience that this would benefit their business.
Remember to use this format:
Introduction
State the business problem
The current set up
What is Unified Communication Platforms
State how Unified Communication Platforms will help the business
Cite at least two apps that are part of Unified Communication Platforms that is recommended by you
Cost of moving to Unified Communication Platform
Conclusion
Click
the Assignment Files tab to submit your assignment.
.
Based on what you have learned about using cloud-based office pr.docxcherishwinsland
Based on what you have learned about using cloud-based office productivity software,
create
a 5-slide presentation to the department head or CEO to convince him or her that using a cloud-based office productivity suite would benefit the company.
Include
the following in your presentation:
The stated business problem
The current set up
The benefits of moving to the cloud:
The benefits of collaboration
The difference moving to the cloud will be over current practice
Cost of moving to the cloud
Be sure that you also
include
an Introduction and Conclusion slide, along with graphics, Speaker Notes, and a properly formatted APA Reference slide.
Click
the Assignment Files tab to submit your assignment.
.
Based on week 13 reading assignment wh,describe an IT or simil.docxcherishwinsland
Based on week 13 reading assignment wh,
describe an IT or similar business project you have done or are currently doing. In your discussion, provide information on the following:
1. What is that project? Provide complete description.
2. What was the scope, deliverable, and results of the project?
3. What constraints did you experience and how did you handle them?
4. If you had to do the same project again, what changes will you recommend?
Week 13 reading assignment attached
.
Based on the video, how do we make ourselves vulnerable or not so vu.docxcherishwinsland
Based on the video, how do we make ourselves vulnerable or not so vulnerable with decision-making. Sometimes do we try to make the uncertain, certain, by making a decision without the facts and taking into consideration everyone's perspective of the decision at hand? Do we pretend that the other perspective doesn't even exist when we are making decisions?
https://www.ted.com/talks/brene_brown_the_power_of_vulnerability/up-next
.
Based on the video (specifically Section 1 Understanding the Comm.docxcherishwinsland
Based on the video (specifically Section 1:
Understanding the Communications Plan
) think of a presentation or proposal you have given or observed, or may be giving in the future, and complete a Stakeholder Register (
Stakeholder Register example
). Requirements include a brief synopsis of the presentation or proposal (1 page maximum) and a completed register. You may use whatever format for the register (word document, spreadsheet, etc.) that is convenient
.
Based on the texts by Kafka and Eliot, (writing on one or the other .docxcherishwinsland
Based on the texts by Kafka and Eliot, (writing on one or the other or both), discuss how the writers seem critical of modern culture, as they portray modern man as a self-conscious functionary who fears an acute loss of spirituality and identity, as well as the ability to achieve authenticity and happiness, overcome by the dehumanizing forces of industrialization and capitalism in post-WWI Europe.
- at least 700 words.
- MLA style
.
Based on the texts by Kafka and Eliot, (writing on one or the ot.docxcherishwinsland
Based on the texts by Kafka and Eliot, (writing on one or the other or both), discuss how the writers seem critical of modern culture, as they portray modern man as a self-conscious functionary who fears an acute loss of spirituality and identity, as well as the ability to achieve authenticity and happiness, overcome by the dehumanizing forces of industrialization and capitalism in post-WWI Europe.
.
Based on the techniques discussed for hiding data on a computer, w.docxcherishwinsland
Based on the techniques discussed for hiding data on a computer, which method would you use for the following:
Hiding information from a young family member who uses the same computer
Hiding information from a colleague who is a network administrator
Hiding information from an intelligence agency, such as the CIA
data hiding techniques
: -
1.hide in the properties
2.rename/change extension
3.steganography
4.hash
5.encryption
6.bit shifting
.
Based on the readings, there are specific components that encompass .docxcherishwinsland
Based on the readings, there are specific components that encompass SW-PBIS. Please describe any additional components that you think should also be included in the SW-PBIS plan. State why you think this(these) component(s) should be included.
An initial posting of roughly 150 words is due by January 12th.
.
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ a.docxcherishwinsland
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ and ‘Emerging Urban Form of Accra’, identify and describe emerging URBAN spatial patterns in the United States, Shanghai (China) and Accra (Ghana) under globalization.
Instructions. This is a 3-2-paragraph essay and should fit onto one page, 1.5 spacing and 1-inch margins (About 400 words).
Your second paragraph should identify and describe the emerging spatial patterns for the core (USA). This paragraph should be about 100 words.
Your second third paragraph should identify and describe the spatial patterns for the semi-periphery (China). This paragraph should be about 100 words.
Your fourth paragraph should make spatial patterns for the periphery (Ghana). This paragraph should be about 100 words.
Your first paragraph should be a very, very brief introduction (no more than 2 sentences or about 50 words) and the fifth should be a very brief conclusion (no more than two sentences or about 50 words). These make up the 2 in the 3-2- paragraph essay.
By putting these five paragraphs together, you would have written an essay about emerging geographies of urbanization under globalization in the core, semi-periphery and periphery focusing on spatial patterns ONLY.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsHCA-807HCA-807-O500Contrast of Health Care Structures200.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (73.00%)Satisfactory (82.00%)Good (91.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Contrast of Public and Private Structures20.0%A contrast of public and private structures is either missing or not evident to the reader.A contrast of public and private structures is present, but incomplete or inaccurate.A contrast of public and private structures is presented, but is cursory and lacking in depth. The research used for support is outdated.A contrast of public and private structures is thoroughly presented and includes a discussion of all necessary elements. The contrast is moderately well supported though some sources of support are outdated.A contrast of public and private structures is thoroughly presented with rich detail and includes a discussion of all necessary elements. The contrast is well supported with current and/or seminal research.Analysis of Current Viability and Future Sustainability of Each Structure20.0%An analysis of current viability and future sustainability of each structure is either missing or not evident to the reader.An analysis of current viability and future sustainability of each structure is present, but incomplete or inaccurate.An analysis of current viability and future sustainability of each structure is present, but cursory. The research used for support is outdated.An analysis of current viability and future sustainability of each structure is present and thorough. The analysis is moderately well supported though some sources of support are outdated.An analysis of current viability and .
Based on the readings this week, answer the two following questions .docxcherishwinsland
Based on the readings this week, answer the two following questions in 150 words per question:
1. In this weeks' readings the Puerto Rican and Jamaican voice (specifically DJ Kool Herc losing his accent) were omitted from hip hop/rap culture while the Chicano voice was avidly expressed. In your opinion, what factors contributed to this binary of resistance and conformity? In other words, why do you think Chicanos held on to their language and slang, where other ethnic groups did not?
2. In hip hop/rap culture, how important is a name in the quest for identity formation? Use examples from the texts.
.
Based on the readings for the week, discuss your opinion on the need.docxcherishwinsland
Based on the readings for the week, discuss your opinion on the need for variance analysis in either a service provider setting (retail or restaurant), or manufacturing setting.
VanZante, N. (2007, April). Helping students see the "big picture" of variance analysis. Management Accounting Quarterly, 8(3), 39-40, 42-47. Retrieved March 17, 2010, from ProQuest Database.
.
Based on the reading assignment, your experience, and personal r.docxcherishwinsland
Based on the reading assignment, your experience, and personal research, please answer the following questions:
Thoroughly explain what is recovering, data, and validation as it relates to cell phone forensics?
What is evidence contamination as it relates to digital forensics?
List and describe at least two forms of contamination and how they can be avoided
What is the Faraday method?
List and explain three of the strategies associated with Faraday Methods
.
Based on the reading assignment (and in your own words), why are MNE.docxcherishwinsland
Based on the reading assignment (and in your own words), why are MNEs better able to exploit global opportunities (versus purely domestic competitors)?
Your response should be at least
200 words
in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
[removed] [removed] [removed] [removed]
Moffett, M. H., Stonehill, A. I., & Eiteman, D. K. (2012).
Fundamentals of multinational finance
. (IV ed., pp. 14-14). New York: Pearson.
In-text citation
(Moffett, Stonehill & Eiteman, 2012)
No Wiki, no dictionary.com, please cite all work.
.
Based on the primary documents from chapter 23 of AmericanYawp, plea.docxcherishwinsland
Based on the primary documents from chapter 23 of AmericanYawp, please answer the following questions in a thoughtful, well-written essay of approximately 750 words:
1: What is Herbert Hoover’s fear about the New Deal? What does he mean when he warns that a new deal “would destroy the very foundations of our American system”?2: What was Huey Long’s plan? Would Hoover have approved of it? Why or why not?3: What was FDR’s plan, as outlined in his re-nomination speech? Would Long and Hoover have approved or disapproved of this plan? Why or why not?
Papers should be double-spaced with normal fonts and margins and include an introduction and conclusion
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
NRS-490 Individual Success PlanREQUIRED PRACTICE HOURS 100P.docx
1. NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
P
R
A
C
T
I
C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information
Student Information
GCU
Name:
Tania Gonzalez Diaz
E-mail:
[email protected]
Phone Number:
786-269-1606
2. Course Faculty Information
GCU
Name:
Melissa Reedy
E-mail:
[email protected]
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
Lourdes Aleman
E-mail:
[email protected]
Phone Number:
305-300-5165
MOU signed & uploaded to Instructor in LoudCloud via
Individual Forum
Yes ► ☒
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
3. ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for
NRS-490, the Professional Capstone and Practicum course. An
individual success plan maps out what you, the RN-to-BSN
student, needs to accomplish in order to be successful as you
work through this course and complete your overall program of
study. You will also share this with your mentor at the
beginning and end of this course so that he or she will know
what you need to accomplish.
Application-based learning assignments are listed in the course
syllabus with a Practice Portfolio Statement requirement
element noted within the assignment itself. In order for you to
successfully complete and graduate from the RN-to-BSN
Program you must meet the following programmatic
requirements: (1) completion of 100 practice immersion hours,
and (2) completion of work associated with all program
competencies.
In this ISP, you will identify all of the objectives, tasks, and/or
assignments relating to the 100 practice immersion hours you
need to complete by the end of this course. Specify the dates by
which you will complete each tasks and/or assignments. Your
plan should include a self-assessment of how you met all
applicable GCU RN-to-BSN Domains & Competencies (see
Appendix A).
ALL course assignments listing a "Practice Hours Portfolio"
statement must be included in the ISP and are worth and
recorded here as approximately 10 hours each. Actual clock
hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion
of each assignment as it pertains to deliverables due in this
course:
· Use the Individual Success Plan to develop a personal plan for
completing your practice immersion hours and self-assess how
you will meet the GCU RN-to-BSN University Mission Critical
Competencies and the Programmatic Domains & Competencies
(Appendix A) related to that course.
4. Show all of the major deliverables in the course, the
topic/course objectives that apply to each deliverable, and
lastly, align each deliverable to the applicable University
Mission Critical Competencies and the course-specific Domains
and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does
telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all
course assignments which may include the following:
Memorandums of Understanding (MOU)(if Affiliation
Agreement is not required); comprehensive log of practice
immersion hours applied to baccalaureate level learning
outcomes; evaluations from faculty and mentors; your
evaluations of your mentor; scholarly activity report;
competency self-assessment (part of your ISP); reflective
journal (Submitted in Week 10 but covering all weeks in the
course); course goals and plan for how competencies and
practice immersion hours will be met; and both faculty and
mentor approvals of course goals and documented practice
immersion hours.
Application-based Learning Course Assignments
List of Current Course Objectives
Number of Clock Hours Associated with Each Assignment
Assignment
Date Due
Self-Assessment:
GCU RN-to-BSN
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
Date
Assignment
Completed
Week One
5. Professional Capstone and Practicum Documentation
Individual Success Plan
Professional Capstone and Practicum Reflective Journal and
Scholarly Activities
1. Identify problems, issues, and opportunities to improve
patient care, patient outcomes, and organizational procedures
within a clinical practice setting.
2. Examine a health care clinical problem or an organization
issue and its implications to nursing practice.
3. Determine evidence-based solutions that address patient-care
or clinical practice quality problems or issues.
4. Analyze health care clinical problems and organizational
issues utilizing the PICO(T) process
5. Demonstrate values consistent with the role of a nursing
professional through fundamental knowledge and advanced
skills.
10 hours
November 19, 2017
MC1: Effective Communication: Therapeutic communication is
central to baccalaureate nursing practice. Students gain an
understanding of their ethical responsibility and how verbal and
written communication affects others intellectually and
emotionally. Students begin to use nursing terminology and
taxonomies within the practice of professional and therapeutic
6. communication. Courses require students to write scholarly
papers, prepare presentations, develop persuasive arguments,
and engage in discussion that is clear, assertive, and respectful
November 19, 2017
Week Two
Capstone Project Topic Selection and Approval
Topic 2 Practice Hours Completion Statement
1. Identify problems, issues, and opportunities to improve
patient care, patient outcomes, and organizational procedures
within a clinical practice setting.
2. Examine a health care clinical problem or an organization
issue and its implications to nursing practice.
3. Determine evidence-based solutions that address patient-care
or clinical practice quality problems or issues.
4. Analyze health care clinical problems and organizational
issues utilizing the PICO(T) process
5. Demonstrate values consistent with the role of a nursing
professional through fundamental knowledge and advanced
skills.
10 hours
November 26, 2017
MC2: Critical Thinking: Courses require students to use critical
thinking skills by analyzing, synthesizing, and evaluating
scientific evidence needed to improve patient outcomes and
professional practice
7. MC4:Global Awareness, Perspectives, and Ethics: The concept
of global citizenship is introduced to baccalaureate students in
the foundational curriculum. Some courses will focus on the
human experience across the world health continuum. The
World Health Organization (WHO) definitions of health, health
disparities, and determinants of health are foundational to
nursing practice
Domain 1: Professional Role
Graduates of Grand Canyon University’s RN-BSN program will
be able to incorporate professional values to advance the
nursing profession through leadership skills, political
involvement, and life-long learning.
Competencies:
1.1:Exemplify professionalism in diverse health care settings.
1.2:Manage patient care within the changing environment of the
health care system.
1.3:Exercise professional nursing leadership and management
roles in the promotion of patient safety and quality care.
1.4:Participate in health care policy development to influence
nursing practice and health care.
1.5:Advocate for autonomy and social justice for individuals
and diverse populations.
Domain 5: Holistic Patient Care
Graduates of Grand Canyon University’s RN-BSN program will
be able to provide holistic individualized care that is sensitive
to cultural and spiritual aspects of the human experience.
Competencies:
5.1:Understand the human experience across the health-illness
continuum.
5.2:Assess for the spiritual needs and provide appropriate
interventions for individuals, families, and groups.
5.3:Provide culturally sensitive care.
5.4:Preserve the integrity and human dignity in the care of all
patients.
8. November 26, 2017
Week Three
PICOT Statement Paper
Topic 3 Practice Hours Completion Statement
1. Evaluate evidence-based research and other appropriate
resources to inform the development of a change plan.
2. Identify strategies for logistical implementation of proposed
solutions.
3. Demonstrate the ability to evaluate levels of evidence into a
concise format.
4. Integrate evidence, clinical judgment, interprofessional
perspectives, and patient preferences in planning, implementing,
and evaluating outcomes of care.
10 hours
December 3, 2017
MC2: Critical Thinking: Courses require students to use critical
thinking skills by analyzing, synthesizing, and evaluating
scientific evidence needed to improve patient outcomes and
professional practice
Domain 2: Theoretical Foundations of Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will
have acquired a body of nursing knowledge built on a
theoretical foundation of liberal arts, science, and nursing
concepts that will guide professional practice.
Competencies:
2.1:Incorporate liberal arts and science studies into nursing
knowledge.
2.2:Comprehend nursing concepts and health theories.
2.3:Understand and value the processes of critical thinking,
9. ethical reasoning, and decision making.
December 3, 2107
Week Four
Literature Evaluation Table
Topic 4 Practice Hours Completion Statement
1. Evaluate evidence-based research and other appropriate
resources to inform the development of a change plan.
2. Identify strategies for logistical implementation of proposed
solutions.
3. Demonstrate the ability to evaluate levels of evidence into a
concise format.
4. Integrate evidence, clinical judgment, interprofessional
perspectives, and patient preferences in planning, implementing,
and evaluating outcomes of care.
10 hours
December10, 2017
MC2: Critical Thinking: Courses require students to use critical
thinking skills by analyzing, synthesizing, and evaluating
scientific evidence needed to improve patient outcomes and
professional practice.
Domain 2: Theoretical Foundations of Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will
have acquired a body of nursing knowledge built on a
theoretical foundation of liberal arts, science, and nursing
concepts that will guide professional practice.
Competencies:
2.1:Incorporate liberal arts and science studies into nursing
10. knowledge.
2.2:Comprehend nursing concepts and health theories.
2.3:Understand and value the processes of critical thinking,
ethical reasoning, and decision making.
December 10, 2017
Week Five
Topic 5 Practice Hours Completion Statement
1. Identify objectives, strategy, and measurable outcomes of the
evidence-based practice proposal.
2. List steps needed to implement each strategy in a change
proposal.
3. Outline the resources needed to develop and implement a
change proposal.
4. Describe methods for obtaining necessary support from key
stakeholders.
5. Develop a plan to evaluate the effectiveness of the change
proposal project.
6. Evaluate the role of information sources and technologies
impacting the delivery of care within an adequate environment
of care.
7. Develop appropriate change plans that promote health and
prevent disease.
10 hours
December 17, 2017
11. MC2: Critical Thinking: Courses require students to use critical
thinking skills by analyzing, synthesizing, and evaluating
scientific evidence needed to improve patient outcomes and
professional practice.
MC4:Global Awareness, Perspectives, and Ethics: The concept
of global citizenship is introduced to baccalaureate students in
the foundational curriculum. Some courses will focus on the
human experience across the world health continuum. The
World Health Organization (WHO) definitions of health, health
disparities, and determinants of health are foundational to
nursing practice
Domain 3: Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will
be able to utilize the nursing process to provide safe quality
care based on nursing best practices.
Competencies:
3.1:Utilize the nursing process to provide safe and effective
care for patients across the health-illness continuum: promoting,
maintaining, and restoring health; preventing disease; and
facilitating a peaceful death.
3.2:Implement patient care decisions based on evidence-based
practice.
3.3:Provide individualized education to diverse patient
populations in a variety of health care settings.
3.4:Demonstrate professional standards of practice.
12. December 17, 2017
Week Six
Literature Review
Topic 6 Practice Hours Completion Statement
1. Identify objectives, strategy, and measurable outcomes of the
evidence-based practice proposal.
2. List steps needed to implement each strategy in a change
proposal.
3. Outline the resources needed to develop and implement a
change proposal.
4. Describe methods for obtaining necessary support from key
stakeholders.
5. Develop a plan to evaluate the effectiveness of the change
proposal project.
6. Evaluate the role of information sources and technologies
impacting the delivery of care within an adequate environment
of care.
7. Develop appropriate change plans that promote health and
prevent disease.
10 hours
December 24, 2017
MC2: Critical Thinking: Courses require students to use critical
thinking skills by analyzing, synthesizing, and evaluating
scientific evidence needed to improve patient outcomes and
professional practice.
MC4:Global Awareness, Perspectives, and Ethics: The concept
of global citizenship is introduced to baccalaureate students in
13. the foundational curriculum. Some courses will focus on the
human experience across the world health continuum. The
World Health Organization (WHO) definitions of health, health
disparities, and determinants of health are foundational to
nursing practice.
Domain 3: Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will
be able to utilize the nursing process to provide safe quality
care based on nursing best practices.
Competencies:
3.1:Utilize the nursing process to provide safe and effective
care for patients across the health-illness continuum: promoting,
maintaining, and restoring health; preventing disease; and
facilitating a peaceful death.
3.2:Implement patient care decisions based on evidence-based
practice.
3.3:Provide individualized education to diverse patient
populations in a variety of health care settings.
3.4:Demonstrate professional standards of practice.
Domain 4: Communication/Informatics
Graduates of Grand Canyon University’s RN-BSN program will
be able to manage information and technology to provide safe
quality care in a variety of settings. In addition, graduates will
be able to communicate therapeutically and professionally to
produce positive working relationships with patients and health
care team members.
Competencies:
4.1:Utilize patient care technology and information management
systems.
4.2:Communicate therapeutically with patients.
4.3:Professionally communicate and collaborate with the
interdisciplinary health care teams to provide safe and effective
care.
14. December 24, 2017
Week Seven
Topic 7 Practice Hours Completion Statement
1. Identify methods to evaluate a proposed solution.
2. Describe variables and outcomes to be assessed pre- and
post-project implementation.
3. Utilize appropriate tools such as basic statistics to evaluate
project outcomes.
4. Summarize plans for disseminating evidence.
5. Use communication and collaboration skills to deliver high-
quality, evidence-based, patient-centered care.
10 hours
January 14, 2018
MC1: Effective Communication: Therapeutic communication is
central to baccalaureate nursing practice. Students gain an
understanding of their ethical responsibility and how verbal and
written communication affects others intellectually and
emotionally. Students begin to use nursing terminology and
taxonomies within the practice of professional and therapeutic
communication. Courses require students to write scholarly
papers, prepare presentations, develop persuasive arguments,
and engage in discussion that is clear, assertive, and respectful.
15. Domain 4: Communication/Informatics
Graduates of Grand Canyon University’s RN-BSN program will
be able to manage information and technology to provide safe
quality care in a variety of settings. In addition, graduates will
be able to communicate therapeutically and professionally to
produce positive working relationships with patients and health
care team members.
Competencies:
4.1:Utilize patient care technology and information management
systems.
4.2:Communicate therapeutically with patients.
4.3:Professionally communicate and collaborate with the
interdisciplinary health care teams to provide safe and effective
care
January 14, 2018
Week Eight
Topic 8 Practice Hours Completion Statement
1. Identify methods to evaluate a proposed solution.
2. Describe variables and outcomes to be assessed pre- and
post-project implementation.
3. Utilize appropriate tools such as basic statistics to evaluate
project outcomes.
4. Summarize plans for disseminating evidence.
5. Use communication and collaboration skills to deliver high-
quality, evidence-based, patient-centered care.
10 hours
January 21, 2018
16. MC1: Effective Communication: Therapeutic communication is
central to baccalaureate nursing practice. Students gain an
understanding of their ethical responsibility and how verbal and
written communication affects others intellectually and
emotionally. Students begin to use nursing terminology and
taxonomies within the practice of professional and therapeutic
communication. Courses require students to write scholarly
papers, prepare presentations, develop persuasive arguments,
and engage in discussion that is clear, assertive, and respectful.
Domain 4: Communication/Informatics
Graduates of Grand Canyon University’s RN-BSN program will
be able to manage information and technology to provide safe
quality care in a variety of settings. In addition, graduates will
be able to communicate therapeutically and professionally to
produce positive working relationships with patients and health
care team members.
Competencies:
4.1:Utilize patient care technology and information management
systems.
4.2:Communicate therapeutically with patients.
4.3:Professionally communicate and collaborate with the
interdisciplinary health care teams to provide safe and effective
care.
January 21, 2018
Week Nine
Benchmark-Capstone Project Change Proposal
Topic 9 Practice Hours Completion Statement
1. Produce a comprehensive and professional change initiative
presentation.
17. 2. Integrate acquired knowledge and skills into professional
practice.
3. Examine the implementation of evidence-based research in
nursing practice.
4. Analyze research findings for the enhancement of evidence-
based practice in the clinical setting.
5. Apply leadership concepts, skills, and decision making in the
provision of high-quality nursing care in a collaborative
interprofessional setting.
6. Analyze the impact of organizational and environmental
factors on health care delivery and practice.
7. Demonstrate leadership and communication skills to
effectively implement change initiatives for nursing practice.
10 hours
January 28, 2018
MC5: Leadership: Students will apply a Christian worldview
within a global society and examine ethical issues from the
framework of a clearly articulated system of professional
values. Students will engage in discussion of values-based
decisions made from a Christian perspective
Domain 1: Professional Role
Graduates of Grand Canyon University’s RN-BSN program will
be able to incorporate professional values to advance the
18. nursing profession through leadership skills, political
involvement, and life-long learning.
Competencies:
1.1:Exemplify professionalism in diverse health care settings.
1.2:Manage patient care within the changing environment of the
health care system.
1.3:Exercise professional nursing leadership and management
roles in the promotion of patient safety and quality care.
1.4:Participate in health care policy development to influence
nursing practice and health care.
1.5:Advocate for autonomy and social justice for individuals
and diverse populations.
January 28, 2018
Week Ten
Benchmark-Professional Capstone and Practicum Reflective
Journal
Scholarly Activities
1. Produce a comprehensive and professional change initiative
presentation.
2. Integrate acquired knowledge and skills into professional
practice.
3. Examine the implementation of evidence-based research in
nursing practice.
4. Analyze research findings for the enhancement of evidence-
based practice in the clinical setting.
5. Apply leadership concepts, skills, and decision making in the
19. provision of high-quality nursing care in a collaborative
interprofessional setting.
6. Analyze the impact of organizational and environmental
factors on health care delivery and practice.
7. Demonstrate leadership and communication skills to
effectively implement change initiatives for nursing practice.
10 hours
February 4, 2018
MC5: Leadership: Students will apply a Christian worldview
within a global society and examine ethical issues from the
framework of a clearly articulated system of professional
values. Students will engage in discussion of values-based
decisions made from a Christian perspective.
Domain 1: Professional Role
Graduates of Grand Canyon University’s RN-BSN program will
be able to incorporate professional values to advance the
nursing profession through leadership skills, political
involvement, and life-long learning.
Competencies:
1.1:Exemplify professionalism in diverse health care settings.
1.2:Manage patient care within the changing environment of the
health care system.
1.3:Exercise professional nursing leadership and management
roles in the promotion of patient safety and quality care.
1.4:Participate in health care policy development to influence
20. nursing practice and health care.
1.5:Advocate for autonomy and social justice for individuals
and diverse populations.
February 4, 2018
By typing in his/her signature below, the student agrees to have
read, understood, and be accountable for the instructions,
assignments, and hours shown above and that all questions have
been satisfactorily answered by the faculty and/or program
director.
Mentors will sign upon initial receipt and at the end of the
course to confirm that assignments have been complete with
your guidance.
Student Signature
Name:
Tania Gonzalez Diaz
Date:
11/18/17
Mentor Signature [Upon Initiation of Course]
Name:
Lourdes Aleman
Date:
305-300-5165
Mentor Signature [Upon Completion of Course]
Name:
Date:
22. framework of a clearly articulated system of professional
values. Students will engage in discussion of values-based
decisions made from a Christian perspective.
B. Domains and Competencies
How does this Individual Success Plan support the Program
Domains and Competencies?
Domain 1: Professional Role
Graduates of Grand Canyon University’s RN-BSN program will
be able to incorporate professional values to advance the
nursing profession through leadership skills, political
involvement, and life-long learning.
Competencies:
1.1:Exemplify professionalism in diverse health care settings.
1.2:Manage patient care within the changing environment of the
health care system.
1.3:Exercise professional nursing leadership and management
roles in the promotion of patient safety and quality care.
1.4:Participate in health care policy development to influence
nursing practice and health care.
1.5:Advocate for autonomy and social justice for individuals
and diverse populations.
Domain 2: Theoretical Foundations of Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will
have acquired a body of nursing knowledge built on a
theoretical foundation of liberal arts, science, and nursing
concepts that will guide professional practice.
Competencies:
2.1:Incorporate liberal arts and science studies into nursing
knowledge.
2.2:Comprehend nursing concepts and health theories.
2.3:Understand and value the processes of critical thinking,
ethical reasoning, and decision making.
23. Domain 3: Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will
be able to utilize the nursing process to provide safe quality
care based on nursing best practices.
Competencies:
3.1:Utilize the nursing process to provide safe and effective
care for patients across the health-illness continuum: promoting,
maintaining, and restoring health; preventing disease; and
facilitating a peaceful death.
3.2:Implement patient care decisions based on evidence-based
practice.
3.3:Provide individualized education to diverse patient
populations in a variety of health care settings.
3.4:Demonstrate professional standards of practice.
Domain 4: Communication/Informatics
Graduates of Grand Canyon University’s RN-BSN program will
be able to manage information and technology to provide safe
quality care in a variety of settings. In addition, graduates will
be able to communicate therapeutically and professionally to
produce positive working relationships with patients and health
care team members.
Competencies:
4.1:Utilize patient care technology and information management
systems.
4.2:Communicate therapeutically with patients.
4.3:Professionally communicate and collaborate with the
interdisciplinary health care teams to provide safe and effective
care.
Domain 5: Holistic Patient Care
Graduates of Grand Canyon University’s RN-BSN program will
be able to provide holistic individualized care that is sensitive
to cultural and spiritual aspects of the human experience.
Competencies:
24. 5.1:Understand the human experience across the health-illness
continuum.
5.2:Assess for the spiritual needs and provide appropriate
interventions for individuals, families, and groups.
5.3:Provide culturally sensitive care.
5.4:Preserve the integrity and human dignity in the care of all
patients.
Scholarly Activity Summary
This document describes the scholarly activity elements that
should be included in a five paragraph summary. You may use
this resource to help guide the preparation of the Scholarly
Activities assignment, due in Topic 10.
Overview
This section consists of a single paragraph that succinctly
describes the scholarly activity that you attended/participated
in, the target market for the activity, and the benefit of the
activity to you.
Problem
This section consists of either a short narrative or a list of
bullet points that concisely identifies the problems the scholarly
activity is designed to solve. Educate: What is the current state
of the activity topic? Explain why this is a problem, and for
whom is it a problem? Inspire: What could a nurse achieve by
participating in the scholarly activity? Use declarative sentences
with simple words to communicate each point. Less is more.
Solution
This section consists of either a short paragraph or a list of
26. Student’s Name: Idalmis Espinosa
Institution: Grand Canyon University
Date: 12/03/2017
Practice Problem/Issue and PICOT Question
Hypertension adds to the passing of many individuals all
through the world, yet there is as yet poor administration of the
condition. Setting up compelling control measures could
essentially control the quantity of passings around the world. To
control and administration hypertension successfully, it is
imperative to recognize and deal with the way of life hazard
factors related with the condition as that brings down
circulatory strain. What's more, it is crucial to perform standard
screening, discussing adequately with patients, checking
patients all the time, and holding fast to treatment. Specifically,
it is conceivable to avert and control the condition viably
through way of life changes (slim down and frequently
captivating in work out) as these serves to altogether direct
pulse (Dua et al,2014). Evidenced based solution for patients
with hypertension is to lower DBP and SBP below levels in
which medication will be started. There should be an alternative
drug from a different class to take care of a patient.
PICOT Question
27. For male grown-ups between the ages of 40 and 70 with
hypertension, and with various co-morbidities, will the
adjustment in way of life (drawing in routinely in exercise and
eating more beneficial and adjusted suppers), contrasted with
patients who utilize prescription to treat/deal with their
hypertension, help to control their pulse and diminish the
danger of creating cardiovascular illnesses in their recuperation
period inside a half year. The period will be sufficiently long to
make a patient to be capable not to experience the ill effects of
hypertension and to likewise lessen the dangers that the people
will ordinarily go through(Howes,2013).
Intervention
The primary technique for intercession for a patient with
hypertension it is with no uncertainty to put them under
prescription, so they can get cured. That is the most secure path
as it will influence the patient to have the capacity to deal with
themselves as far as how they to think, what they eat and even
the exercises that they attempt to participate in (Dua et
al,2014). The age of the patients will likewise imply that the
patients are given solution that can manage them in the most
helpful ways and which they can acknowledge all in all. The
medication that can be given for this situation is one that can
decrease the cruelty of a medication. The nursing intervention
28. for patients with hypertension is assessing the headache pains
that a patient is experiencing and checking the blurred vision in
every four hours until it goes away. Another nursing
intervention is for a nurse to educate a patient on how they
consult with their doctor before medication is stopped.
Comparison
The fundamental contrasting option to contrast with the
mediation will have with do with influencing the patient to get
the opportunity to do a considerable measure of activities. That
is one thing that will make the licenses to have the capacity to
manage the issue of hypertension and since practices have been
demonstrated that they work, it will then be simple for the
patient to recuperate from the hypertension and what will imply
that they will get cured from such an infirmity. Toward the end,
all will have ended up being sure as the patient will have the
capacity to get the coveted medication(Howes,2013). Patient
care to those with hypertension is to first educate, measure the
blood pressure and even give advice Education will entail
modifying the behavior of a patient which is related to smoking,
alcohol intake and how to manage stress.
Outcome
29. In this exploration and managing a patient, it is with most likely
that there are things that are being tended to and which are there
to have the capacity to manage the way a patient gets the chance
to react to pharmaceutical or even exercise. The cerebral pains
that are regularly seen in patients with antagonistic
hypertension combined with the measure of considerations are
the conditions that are to be wiped out in the patients that have
hypertension. The numerous unfavorable occasions in the
patients will get diminished because of the patients having the
capacity to be under pharmaceutical or notwithstanding sharing
in practices that are useful for their wellbeing (Dua et al,2014).
Healthcare agency for caring for patients with hypertension can
be the likes of Intrepid USA Healthcare Services which gives
Hypertension Management Program that helps patients get and
have a maintained blood pressure that is healthy. Nursing
practice for patients with hypertension will be the likes of
minimizing the cost of therapy, including a patient in making of
decision and even implementation of treatment plans step by
step.
References
Dua, S., Bhuker, M., Sharma, P., Dhall, M., & Kapoor, S.
(2014). Body Mass Index Relates. to Blood Pressure Among
Adults. North American Journal of Medical Sciences, 6(2), 89–
30. 95. http://doi.org/10.4103/1947-2714.127751
Howes, F., Warnecke, E., &Nelson, M. (2013). Barriers to
lifestyle risk factor assessment and management in
hypertension: A qualitative study of Australian general
practitioners. Journal of Human Hypertension, 27, 474-478
doi:10.1038/jhh.2013.9
RUNNING HEAD: HYPERTENSION1
Review: Treatment of Hypertension
Student’s Name: Idalmis Espinosa
Institution-Affiliated: Grand Canyon University
Date: 12/24/17
Introduction
Hypertension, also known as high blood disease pressure is a
31. serious condition that ultimately results in damaging of blood
vessels leaving an individual prone to heart attack, stroke, and
other conditions. Various factors increase the likelihood of
developing the disease they include obesity, consumption of a
lot of salt, diabetes, smoking, alcohol intake among others.
Globally, hypertension results in the death of millions of
people, but with the right administration, the mortality rates can
be reduced. Treatment of hypertension is diverse including
lifestyle changes and treatment through drug therapy.
Medication entails various drugs ranging from thiazide
diuretics, Beta blockers, Angotenism- Converting enzymes
(ACE), Calcium Channel Blockers among others. Lifestyle
approach in the treatment of hypertension involves intake of
healthy diets, quitting smoking, physical exercise, reducing
alcohol intake, among others (Khatib, 2012).
A Comparison of the Research Questions
Comparison falls into either a patient with hypertension using
drugs to treat the hypertension or a lifestyle approach. Lifestyle
modification is a crucial long-term step in the management of
hypertension even in the presence of drug therapy and may
reduce or even reduce the need for anti-hypertensive drugs.
Also, lifestyle changes in the management of high blood
pressure can be essential in treating other chronic illness.
Lifestyle changes include eating dietary approaches which
involve developing a healthy pattern as well as reducing salt
32. intake. Furthermore, quitting smoking assists in reducing
cardiovascular risks while reduced alcohol consumption results
to lower systolic blood pressure in patients with hypertension.
Physical exercise is critical in lowering systolic blood pressure
(Huang, Duggan, & Harman, 2006). In contrast, patients can use
drug therapy in the treatment of hypertension and help avoid
cardiovascular within half a year. Diuretics are the most utilized
drugs in the treatment of hypertension; the original anti-
hypertensive drugs are vital in lowering the blood pressure and
increasing the effectiveness of other antihypertensive agents.
Angiotensin Converting Enzyme Blockers, Calcium Channel
Blockers, Beta Blockers are also used in the treatment of
diabetes (Williams, Lawerence, Fanorow, & Go, 2010).
A comparison of sample populations
The sample population entails male grown-ups between the ages
of 40-70 years who can either undertake drug therapy or
lifestyle management of hypertension. Patients who undergo
drug treatment have a low chance of suffering from
cardiovascular risks compared to men who are not untreated.
Use of antihypertensive drugs is crucial in treating level 2 and 3
of hypertension. Randomized clinical trials carried out on men
have helps reduce the chance of stroke and coronary risks. Also,
the use of evidence-based technology has also been vital in
reducing the level of SBP and DBP making it possible to initiate
medication. However, treatment of people within the age of 40-
33. 55 years differs with that of men between the ages of 55-70
years. In contrast, men who undertake lifestyle changes as a
treatment method for hypertension have to put in place long-
term strategies to ensure they adequately address the disease
(Williams, Lawerence, Fanorow, & Go, 2010). Lifestyle
changes might not be an effective method of treatment
especially in serious condition and may require the
incorporation of two or more anti-hypertensive drugs. Men
between the ages of 40-50 year are suitable for this method, as
most have the energy to take up regular physical exercises
which are vital in the addressing the disease. Lifestyle changes
for men involve changing eating habits, quitting smoking,
reduced alcohol intake, sodium restriction among others
(Huang, Duggan, & Harman, 2006).
A comparison of limitation of study
The research on the effectiveness of both the use of drug
therapy and lifestyle modification in the treatment of
hypertension has limitations. One, Drug therapy entails the use
of various drugs which make it difficult to determine the
effectiveness of each medication used in the treatment of the
disease. Also, the presence of other existing ailments in some of
the patients makes it hard to determine the effectiveness of most
anti-hypertensive in the treatment of hypertension since most
are also administered to treat the conditions as well. The
outcomes of lifestyle changes in the treatment and management
34. of hypertension are impossible to measure as they are long no
tangible methods to indicate proof of the changes. Lastly, on
some occasions, patients have to be administered with anti-
hypertensive which makes it difficult to determine the
effectiveness of lifestyle changes as the treatment method for
hypertension.
Conclusion
Hypertension is among the leading causes of heart attacks,
strokes, and other complications. With the right interventions in
place, the disease can be managed and treated; hypertension
treatment takes into account two forms of treatment including
the use of anti-hypertensive drugs as well as lifestyle
modifications. Anti-hypertensive drugs used include diuretics,
angiotensin, converting enzymes blockers, beta blockers among
others each of the drugs work differently, but all ultimately
result in lowering the blood pressure. Lifestyle changes are also
crucial in management and treatment of the disease especially in
reducing cardiovascular risks and lowering the blood pressure. I
recommend the research to utilize different studies and findings
from other research carried out in the past to elaborate the
differences and effectiveness of the methods in the treatment of
high blood pressure.
References
Huang, N., Duggan, K., & Harman, J. (2006). Lifestyle
35. Management of Hypertension. Australian Prescriber, 150-156.
Khatib, O. M. (2012). Clinical Guideline for the Management of
Hypertension. New York: World Health Organization.
Williams, K. A., Lawerence, W., Fanorow, G. C., & Go, A. S.
(2010). An Effective Approach to High Blood Pressure Control.
American Heart Association, 885-894.
Running head: TREATMENT OF HYPERTENSION1
TREATMENT OF HYPERTENSION8
Treatment of Hypertension
Name: Idalmis Espinosa
36. Institution: Grand Canyon University
Instructor: Tish Dorman
Date: 01/28/18
Hypertension
Hypertension, also known as high blood disease pressure is a
serious condition that ultimately results in damaging of blood
vessels leaving an individual prone to heart attack, stroke, and
other conditions. Various factors increase the likelihood of
developing the disease they include obesity, consumption of a
37. lot of salt, diabetes, smoking, and alcohol intake. Globally,
hypertension results in the death of millions of people, but with
the right administration, the mortality rates can be reduced.
Treatment of hypertension is diverse including lifestyle changes
and treatment through drug therapy. Lifestyle approach in the
treatment of hypertension involves intake of healthy diets,
quitting smoking, physical exercise, and reducing alcohol
intake. Considering the complexities that surround the treatment
and management of hypertension, this paper seeks to
demonstrate that it is crucial to incorporate lifestyle
modifications alongside medical treatments in the management
of high blood pressure.
Background of the Problem
Hypertension is a worldwide health issue that afflicts many
individuals. The causative factors for the condition can be
genetic or acquired through poor lifestyle habits. The disease
may also present as a co-morbidity to other illnesses such as
diabetes and kidney disease or hypertension may lead to the
onset of these diseases. Hence, the problem prevails in a vicious
cycle pattern making treatment goals difficult to achieve (Wang,
Ning, Yang, Lu, Tu, Jin & ... Su, 2014). In addition, the
advancement of the food processing industry has immensely
contributed to the development of hypertension because of the
relatively higher amounts of salts and other harmful food
additives in the diets. If left unmanaged, hypertension can lead
38. to the development of co-morbidities such as heart disease,
diabetes, and stroke. Blood pressure involves exertion of force
on the walls of the blood vessels, with the amount of force
exerted dependent on the levels of resistance from the blood
vessels and the amount of work done by the heart.
Problem Statement
Estimates issued by the World Health Organization indicate that
in the United States alone, over 85 million people are suffering
from hypertension. In the low and middle-income countries in
the world, urbanization has steadily caused an upsurge in the
number diagnosed cases of hypertension due to changes in
lifestyle habits. Globally, increased blood pressure has been
found to cause over 7 million deaths, a figure which accounts
for over 12% of the total world deaths. Overall, both men and
women develop high blood pressure, although the prevalence
rates are higher for men than for women. Therefore,
hypertension is a public health concern that has been found to
cause the development of cardiovascular disease and stroke
(Khdour, Hallak, Shaeen, Jarab & Shahed 2013).
A lot of research work has been carried out with the intention of
deciphering the etiology of the disease and the best treatment
approaches to the problem of hypertension. Although the
research efforts have centered on the medical perspectives of
treatment, exploration of the role of lifestyle modification as a
preventive measure for hypertension needs to be carried out
39. (Khdour, Hallak, Shaeen, Jarab & Shahed 2013). Furthermore,
lack of adequate awareness about hypertension on the part of
the patient substantially influences the onset of hypertension,
and the delayed seeking of treatment for the condition. Also,
because of an increase in population and the sharp increase of
the geriatric demographic age group, the number of people
living with unmanaged hypertension in the world has been on
the increase; hence this paper advocates for the use of lifestyle
modifications in the management of hypertension among adult
males.
Purpose of the Change Proposal
Considering the complexities that surround the treatment and
management of hypertension, this paper seeks to demonstrate it
is crucial to incorporate lifestyle modifications alongside
medical treatments in the management of high blood pressure.
This is because ideally, lifestyle changes should be considered
not only as preventive measures but also as first line treatment
options. These adjustments include dietary changes such as
consumption of low sodium, high glycemic index foods, and
daily intake of 3-5 servings of fruits and vegetables. Physicians
and nurses recommend that pre-hypertensive or hypertensive
patients engage in physical exercise which includes half an hour
of low to moderate intensity aerobic exercise such as swimming,
jogging walking or cycling (Nwankwo, Yoon, Burt, & Gu,
40. 2013). In addition, utilizing stress reduction measures
significantly assists with blood pressure control. These
measures include avoidance of cigarette smoking and alcohol
and consumption of unhealthy diets.
PICOT Statement
To address the problem of hypertension, the following PICOT
question was developed: For male grown-ups between the ages
of 40 and 70 with hypertension, and with various co-
morbidities, will the adjustment in way of life (drawing in
routinely in exercise and eating more beneficial and adjusted
suppers), contrasted with patients who utilize prescription to
treat/deal with their hypertension, help to control their pulse
and diminish the danger of creating cardiovascular illnesses in
their recuperation period inside a half year? The period will be
sufficiently long to make a patient to be capable not to
experience the ill effects of hypertension and to likewise lessen
the dangers that the people will ordinarily go through.
Literature Search Strategy Employed
For the search of literature review, the Ebscohost data base
search was used. Key words used in the search were
hypertension, high blood pressure, and hypertension among
males. A total of 25 articles related to hypertension were found
and another 13 articles discussing high blood pressure and other
morbidities were found. Further, no articles related to the topic
41. of hypertension among males were found in the data base. Of
the 38 articles found, those that failed to meet search criteria of
hypertension and high blood pressure and lifestyle adjustments
were eliminated. A total of three articles were left for the
literature review.
Literature Review
As discussed earlier, the problem of hypertension has a high
prevalence in the United States and the world. Wang et al.
(2013) assert that high blood pressure is the single most
significant risk factor in the development of cardiovascular
disease. The authors further state that low awareness lack of
treatment and management leads to an increase in the number of
deaths and complications from hypertension. Risk factors such
as high body mass index lack of physical exercise and
consumption of unhealthy diets cause further problems into an
already complex issue.
A National Health and Nutrition Survey reveals that early
diagnosis and treatment ensures the prevention of complications
of hypertension for instance damage of the arteries and
blindness (Nwankwo, Yoon, Burt, & Gu, 2013). However,
research by suggests that hypertensive patients may fail to
develop signs or symptoms in which case treatment is sought for
the eventual complications such as blindness. Lifestyle changes
in combination with medication may lower high blood pressure
and lead to an improved quality of life for the patient. However,
42. lifestyle modifications alone have been found effective as a first
line option treatment for hypertension. These changes include
the incorporation 30 minutes of physical activity into the
patient’s daily routine.
Ideally the goal of physical exercise is to assist the patient with
weight loss and a reduction of the BMI (Khdour et al., 2013).
Dietary adjustments entail intake of low sodium diets, intake of
high fiber diets, which includes fruits and vegetables, and
consumption of low-fat dairy products. Lifestyle modifications
also constitute the avoidance of stress and its causative factors
such as smoking and alcohol consumption. Dietary changes may
involve the nurse or the nutritionist assist the patient develop a
feeding plan which is known as dietary approaches to stop
hypertension diet.
Applicable Change Model
For patients suffering from hypertension and other chronic
diseases, the Chronic Care Model is an effective organizational
strategy to caring for hypertensive patients. I this scenario, the
model is applicable because it utilizes evidence based research
and creates interactions between an educated patient and a
proactive team of health care professionals. Moreover, the
system is practical and offers support for the patient in
management of hypertension (Davy, Bleasel, Liu, Tchan,
Ponniah, & Brown, (2015).
Implementation Plan
43. Following the six components of the Chronic Care Model, the
implementation plan will aim to decrease high blood pressure,
manage weight, support self-management and decision making
that will impact on the overall well-being of the patient. Self-
management is critical because it indicates that the patient is in
charge of their own health care situation. Applicable changes
will be filtered through the components of the Chronic Care
Model and tested against evidence-based research to ascertain
that they are effective at achieving the goals of blood pressure
reduction and weight reduction (Davy, Bleasel, Liu, Tchan,
Ponniah, & Brown, (2015).
Potential Barriers to Implementation
Potential barriers to the implementation of the plan include
patient apathy and non- adherence to the issues such as physical
activity and consumption of healthy diets to achieve the
treatment goals of lowering blood pressure and weight reduction
(Khatib, 2012). Another key barrier from the patient is an
attitude of indifference which may result in the patient viewing
the plan as inconsequential and non-contributory to the
management of their blood pressure.
Conclusion
As noted, hypertension is among the leading causes of heart
attacks, strokes, and other complications. With the right
interventions in place, the condition can be managed and
treated; hypertension treatment considers two forms of
44. treatment including the use of anti-hypertensive drugs as well as
lifestyle modifications. Anti-hypertensive drugs used include
diuretics, angiotensin, converting enzymes blockers, beta
blockers among others each of the drugs work differently, but
all ultimately result in lowering the blood pressure. Therefore,
apart from medication, lifestyle changes are also crucial in
management and treatment of the disease especially in reducing
cardiovascular risks and lowering the blood pressure.
References
Davy, C., Bleasel, J., Liu, H., Tchan, M., Ponniah, S., & Brown,
A. (2015). Effectiveness of chronic care models: Opportunities
for improving healthcare practice and health outcomes: A
systematic review. BMC Health Services Research, 15, 194.
http://doi.org/10.1186/s12913-015-0854-8
Khatib, O. M. (2012). Clinical guideline for the management of
hypertension. New York, NY: World Health Organization.
Khdour, M., Hallak, H., Shaeen, M., Jarab, A., & Shahed, Q. A.
(2013). Prevalence, awareness, treatment and control of
hypertension in the Palestinian population. Journal of Human
45. Hypertension, (10), 623. doi:10.1038/jhh.2013.26
Nwankwo, T., Yoon, S. S., Burt, V., Gu, Q. (2013).
Hypertension among adults in the United States: National
Health and Nutrition Examination Survey, 2011-2012. NCHS
Data Brief (133),1-8.
Wang, J., Ning, X., Yang, L., Lu, H., Tu, J., Jin, W., & ... Su,
T. (2014). Trends of hypertension prevalence, awareness,
treatment and control in rural areas of northern China during
1991-2011. Journal of Human Hypertension, 28(1), 25-31.
doi:10.1038/jhh.2013.44