Patients Coordination Care Plan.docx

Discussion: Patients Coordination Care Plan
Discussion: Patients Coordination Care PlanORDER HERE FOR ORIGINAL, PLAGIARISM-
FREE PAPERS ON Discussion: Patients Coordination Care PlanI have attached the
assignment submitted which you did
in https://www.studypool.com/discuss/26684079/correct… and the rubric. All i need is
just corrections for a better grade. Whatever section says “basic” needs to be corrected and
it says on the bottom of each section what needs to be corrected. As I mentioned earlier, the
minimum requirement for each criteria is PROFICIENTIf there is no comment mentioned,
that means whatever comments are mentioned
in https://www.studypool.com/discuss/26684079/correct… are not taken
carecapella_university_scoring_guide_tool.pdfcapella_university_scoring_guide_tool_update.
pdfnurs_fpx4050_hovsepyanerik.docxUnformatted Attachment Preview12/8/2020 Capella
University Scoring Guide Tool NURS-FPX4050 u04a1 – Final Care Coordination Plan
Learner: Erik , Hovsepyan OVERALL COMMENTS Hi Erik Thank you for your work on this
final assessment. I think you did a very nice job of presenting a final care coordination plan
for your selected patient. I like that you included specific health interventions and timelines
grounded in evidence-based practice. This is so important and is often overlooked,
especially considering the different ethical issues and policies that guide the care of your
unique patient population. Overall, this is a very good effort on this final care coordination
plan, and I value your time and professionalism and creativity in preparing this. Discussion:
Patients Coordination Care PlanI hope you will take the information you learned on creating
this final care coordination plan back to your facility to identify opportunities to improve
health outcomes. This would be a great way to share nursing knowledge. I look forward to
seeing what you do in your future educational endeavors. **Please fill out the end of course
survey when you receive it. Thanks Dr. Hooven RUBRICS
https://scoringguide.capella.edu/grading-web/gradingdetails 1/13 12/8/2020 Capella
University Scoring Guide Tool CRITERIA 1 Design patient-centered health interventions and
timelines for a selected health care problem. COMPETENCY Adapt care based on patient-
centered and person-focused factors. NON_PERFORMANCE: Does not design patient-
centered health interventions and timelines for a selected health care problem.BASIC:
Designs patient-centered health intervention for a selected health care problem.
PROFICIENT: Designs patient-centered health interventions and timelines for a selected
health care problem. DISTINGUISHED: Designs patient-centered health interventions and
timelines for a selected health care problem that includes community resources. Comments:

I like that you designed a care plan for depression/anxiety/schizophrenia that provides a
comprehensive and patient-centered plan that provides health interventions and timelines
for care that reflect patient needs and preferences based on the availability of essential
resources available in your community. https://scoringguide.capella.edu/grading-
web/gradingdetails 2/13 12/8/2020 Capella University Scoring Guide Tool CRITERIA 2
Consider ethical decisions in designing patient-centered health interventions.
COMPETENCY Defend decisions based on the code of ethics for nursing.
NON_PERFORMANCE: Does not consider ethical decisions in designing health interventions.
BASIC: Considers ill-defined or ambiguous ethical decisions in designing patient-centered
health interventions. PROFICIENT: Considers ethical decisions in designing patient-
centered health interventions. DISTINGUISHED: Considers insightful ethical decisions in
designing patient-centered health interventions. These decisions are supported by the
literature. Comments: I see that you made ethical decisions in designing patient-centered
health interventions.To earn distinguished in this criterion, I recommend you address
insight ethical decisions informed by relevant ethical considerations, the practical effects of
specific actions, and the significance of key uncertainties. Can you discuss the code of ethics
for nurses in here? https://scoringguide.capella.edu/grading-web/gradingdetails 3/13
12/8/2020 Capella University Scoring Guide Tool CRITERIA 3 Identify relevant health
policy implications for the coordination and continuum of care. COMPETENCY Explain how
health care policies affect patient-centered care. NON_PERFORMANCE: Does not identify
relevant health policy implications for the coordination and continuum of care. BASIC:
Identifies health policy implications that are inconsistent with the goals and objectives for
the coordination and continuum of care. PROFICIENT: Identifies relevant health policy
implications for the coordination and continuum of care. DISTINGUISHED: Identifies
relevant health policy implications for the coordination and continuum of care, based on
precise and accurate interpretations of relevant policy provisions. Makes valid, insightful
inferences. Comments: I dont see any health policies listed in here
University Scoring Guide Tool CRITERIA 4 Describe priorities that a care coordinator would
establish when discussing the plan with a patient and family member, making changes
based upon evidence-based practice. COMPETENCY Collaborate with patients and family to
achieve desired outcomes. NON_PERFORMANCE: Does not describe priorities that a care
coordinator would establish when discussing the plan with a patient and family member.
BASIC: Describe priorities that a care coordinator would establish when discussing the plan
with a patient and family member but does not use evidence-based practice to make
changes to the plan.PROFICIENT: Describes priorities that a care coordinator would
establish when discussing the plan with a patient and family member, making changes
based upon evidence-based practice. DISTINGUISHED: Describe priorities that a care
coordinator would establish when discussing the plan with a patient and family member,
making changes based upon evidence-based practice. Clearly explains the need for changes
to the plan. Comments: Great job clearly articulating priorities for your patient. Planning
with the patient is so very important. Its also helpful to make planning and priority setting a
two way street. Patients need to be directly involved in the decisions that affect their care.

University Scoring Guide Tool CRITERIA 5 Use the literature on evaluation as a guide to
compare learning session content with best practices, including how to align teaching
sessions to the Healthy People 2020 document. COMPETENCY Create a satisfying patient
experience. NON_PERFORMANCE: Does not use the literature on evaluation as a guide to
compare learning session content with best practices, and does not include how to align
teaching sessions to the Healthy People 2020 document. BASIC: Discusses evaluation but
does not use the literature as a guide to compare learning session content with best
practices, or does not include how to align teaching sessions to the Healthy People 2020
document. PROFICIENT: Uses the literature on evaluation as a guide to compare learning
session content with best practices, including how to align teaching sessions to the Healthy
People 2020 document. DISTINGUISHED: Uses the literature on evaluation as a guide to
sessions to the Healthy People 2020 document. Clearly explains the need for any revisions.
Comments:I see you evaluated patient satisfaction with the care coordination plan, but this
is unrelated to Healthy People 2020 goals and leading health indicators. Please make sure to
provide specific examples to support this. https://scoringguide.capella.edu/grading-
Apply APA formatting to in-text citations and references, exhibiting nearly flawless
adherence to APA format. COMPETENCY Apply professional, scholarly communication
strategies to lead patient-centered care. NON_PERFORMANCE: Does not apply APA
formatting to headings, in-text citations, and references. Does not use quotes or paraphrase
correctly. BASIC: Applies APA formatting to in-text citations, headings and references
incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently
uses headings, quotes and/or paraphrasing. PROFICIENT: Applies APA formatting to in-text
citations and references, exhibiting nearly flawless adherence to APA format.
DISTINGUISHED: Exhibits strict and flawless adherence to APA formatting of headings, in-
text citations, and references. Quotes and paraphrases correctly. Comments: The reference
list and paper is in APA format without errors. I appreciate your dedication to this detail.
University Scoring Guide Tool CRITERIA 7 Organize content so ideas flow logically with
smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
COMPETENCY Apply professional, scholarly communication strategies to lead patient-
centered care. NON_PERFORMANCE: Does not organize content for ideas. Lacks logical flow
and smooth transitions. Discussion: Patients Coordination Care PlanBASIC: Organizes
content with some logical flow and smooth transitions. Contains errors in
grammar/punctuation, word choice, and spelling. PROFICIENT: Organizes content so ideas
flow logically with smooth transitions; contains few errors in grammar/punctuation, word
choice, and spelling. DISTINGUISHED: Organizes content with a clear purpose. Content
flows logically with smooth transitions using coherent paragraphs, correct
grammar/punctuation, word choice, and free of spelling errors. Comments: Your writing
flowed, well-developed and engaging. You clearly addressed the main points of the
assessment grading rubric. This really made your very good ideas shine! Supplemental

Feedback https://scoringguide.capella.edu/grading-web/gradingdetails 8/13 12/8/2020
Capella University Scoring Guide Tool SUPPLEMENTAL CRITERIA 1 Purpose Compose a text
that articulates meaning relevant to the main topic, scope, and purpose of the prompt
BEGINNING: This text is unrelated to the assignment prompt. DEVELOPING: This text is
related to the assignment prompt but does not demonstrate an understanding of the main
topic, scope, and purpose. SKILLED: This text responds to the assignment prompt and
appropriately addresses the main topic, scope, and purpose. ADVANCED: This text presents
a focused response to the assignment prompt and demonstrates a thorough understanding
of the main topic, scope, and purpose. Comments:
University Scoring Guide Tool SUPPLEMENTAL CRITERIA 2 Organization Develop text using
organization, structure, and transitions that demonstrate understanding of relationship
between main and subtopics BEGINNING: Discussion: Patients Coordination Care PlanThis
text does not include a thesis statement and is organized inappropriately for the
assignment. DEVELOPING: The thesis statement in this text is unclear and/or the text is
presented in paragraphs with unclear main idea(s) and/or transitional phrases. SKILLED:
This text includes a thesis statement and is organized into paragraphs, with clear main ideas
and effective transitional phrases. ADVANCED: This text reflects a strong thesis statement.
Additionally, this text is organized with skillful transitions into paragraphs with clear main
ideas, sufficient evidence, analysis, and linking information. Comments:
University Scoring Guide Tool SUPPLEMENTAL CRITERIA 3 Evidence Integrate into text
appropriate use of scholarly sources and evidence BEGINNING: This text included
plagiarized information. DEVELOPING: This text lacks synthesis of information from
sources and/or the credibility of the sources is questionable, with many flaws in APA
citation style. SKILLED: The included evidence was integrated and synthesized from outside
sources, most of which are scholarly, with minimal flaws in APA citation style. ADVANCED:
The evidence in this text was integrated and synthesized from credible, scholarly, and
professionally sound sources, with minimal flaws in APA citation style. Comments:
University Scoring Guide Tool SUPPLEMENTAL CRITERIA 4 Tone Apply in text the standard
writing conventions for the discipline, including structure, voice, person and tone
BEGINNING: Text uses language inappropriate for the intended audience. DEVELOPING:
This text does not meet writing conventions for the discipline and lacks appropriate voice,
person, and/or tone for the intended audience. SKILLED: This text meets writing
conventions for the discipline and there were minimal issues in appropriate use of voice,
person, or tone for the intended audience. ADVANCED:Discussion: Patients Coordination
Care PlanThis text exhibits strict adherence to writing conventions for the discipline and
uses appropriate voice, person, and tone for the intended audience. Comments:
University Scoring Guide Tool SUPPLEMENTAL CRITERIA 5 Sentence Structure Produce
text with minimal grammar, usage, spelling, and mechanical errors BEGINNING: Text
meaning is unclear due to errors in sentence structure, grammar, usage, word choice,

spelling, or mechanics in 75% or more of text. DEVELOPING: Text meaning is interrupted
due to sentence structure, grammar, usage, word choice, spelling, or mechanical errors in
25%-75% or more of text. SKILLED: Text conveys clear meaning with minimal issues in
grammar, usage, word choice, spelling, or mechanical errors in 10%-25% of text.
ADVANCED: Text complexity and concision conveys clear meaning, with grammar, usage,
word choice, spelling, or mechanical errors in 10% or less of text. Comments:
University Scoring Guide Tool NURS-FPX4050 u04a1 – Final Care Coordination Plan
Learner: Erik , Hovsepyan OVERALL COMMENTS Hi Erik I am still not seeing the health
policy or the healthy people in here.. can you highlight where they are? Dr. Hooven RUBRICS
University Scoring Guide Tool CRITERIA 1 Design patient-centered health interventions and
timelines for a selected health care problem. COMPETENCY Adapt care based on patient-
centered and person-focused factors. NON_PERFORMANCE: Does not design patient-
centered health interventions and timelines for a selected health care problem. BASIC:
Designs patient-centered health intervention for a selected health care problem.
PROFICIENT: Designs patient-centered health interventions and timelines for a selected
health care problem. DISTINGUISHED: Designs patient-centered health interventions and
timelines for a selected health care problem that includes community resources. Comments:
no change https://scoringguide.capella.edu/grading-web/gradingdetails 2/13 12/18/2020
Capella University Scoring Guide Tool CRITERIA 2 Consider ethical decisions in designing
patient-centered health interventions. COMPETENCY Defend decisions based on the code of
ethics for nursing. NON_PERFORMANCE: Does not consider ethical decisions in designing
health interventions. BASIC: Considers ill-defined or ambiguous ethical decisions in
designing patient-centered health interventions. PROFICIENT:Considers ethical decisions in
designing patient-centered health interventions. DISTINGUISHED: Considers insightful
ethical decisions in designing patient-centered health interventions. These decisions are
supported by the literature. Comments: no change
University Scoring Guide Tool CRITERIA 3 Identify relevant health policy implications for
the coordination and continuum of care. COMPETENCY Explain how health care policies
affect patient-centered care. NON_PERFORMANCE: Does not identify relevant health policy
implications for the coordination and continuum of care. BASIC: Identifies health policy
implications that are inconsistent with the goals and objectives for the coordination and
continuum of care. PROFICIENT: Identifies relevant health policy implications for the
coordination and continuum of care. DISTINGUISHED: Identifies relevant health policy
implications for the coordination and continuum of care, based on precise and accurate
interpretations of relevant policy provisions. Makes valid, insightful inferences. Comments:
no change https://scoringguide.capella.edu/grading-web/gradingdetails 4/13 12/18/2020
Capella University Scoring Guide Tool CRITERIA 4 Describe priorities that a care
making changes based upon evidence-based practice. COMPETENCY Collaborate with
patients and family to achieve desired outcomes. NON_PERFORMANCE: Does not describe

priorities that a care coordinator would establish when discussing the plan with a patient
and family member. BASIC: Describe priorities that a care coordinator would establish
when discussing the plan with a patient and family member but does not use evidence-
based practice to make changes to the plan. PROFICIENT: Describes priorities that a care
making changes based upon evidence-based practice. DISTINGUISHED: Describe priorities
that a care coordinator would establish when discussing the plan with a patient and family
member, making changes based upon evidence-based practice. Clearly explains the need for
changes to the plan. Comments: no change https://scoringguide.capella.edu/grading-
Use the literature on evaluation as a guide to compare learning session content with best
practices, including how to align teaching sessions to the Healthy People 2020 document.
COMPETENCY Create a satisfying patient experience. NON_PERFORMANCE: Does not use
the literature on evaluation as a guide to compare learning session content with best
practices, and does not include how to align teaching sessions to the Healthy People 2020
document. BASIC: Discusses evaluation but does not use the literature as a guide to
compare learning session content with best practices, or does not include how to align
teaching sessions to the Healthy People 2020 document. PROFICIENT: Discussion: Patients
Coordination Care PlanUses the literature on evaluation as a guide to compare learning
session content with best practices, including how to align teaching sessions to the Healthy
People 2020 document. DISTINGUISHED: Uses the literature on evaluation as a guide to
sessions to the Healthy People 2020 document. Clearly explains the need for any revisions.
Comments: no change https://scoringguide.capella.edu/grading-web/gradingdetails 6/13
12/18/2020 Capella University Scoring Guide Tool CRITERIA 6 Apply APA formatting to in-
text citations and references, exhibiting nearly flawless adherence to APA format.
centered care. NON_PERFORMANCE: Does not apply APA formatting to headings, in-text
citations, and references. Does not use quotes or paraphrase correctly. BASIC: Applies APA
formatting to in-text citations, headings and references incorrectly and/or inconsistently,
detracting noticeably from the content. Inconsistently uses headings, quotes and/or
paraphrasing. PROFICIENT: Applies APA formatting to in-text citations and references,
exhibiting nearly flawless adherence to APA format. DISTINGUISHED: Exhibits strict and
flawless adherence to APA formatting of headings, in-text citations, and references. Quotes
and paraphrases correctly. Comments: no change
University Scoring Guide Tool CRITERIA 7 Organize content so ideas flow logically with
smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
centered care. NON_PERFORMANCE: Does

Patients Coordination Care Plan.docx

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Patients Coordination Care Plan.docx