The benchmark assesses the following competency4.2 Communicate .docx
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The benchmark assesses the following competency: 4.2 Communicate therapeutically with patients. The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal. Select one of the following as the focus for the teaching plan: Primary Prevention/Health Promotion Secondary Prevention/Screenings for a Vulnerable Population Bioterrorism/Disaster Environmental Issues Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community. Request feedback (strengths and opportunities for improvement) from the provider. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not necessary. Attachments NRS-428VN-RS3-CommunityTeachingWorkPlanProposal.docx .
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The benchmark assesses the following competency4.2 Communic.docx
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
.
4.2 Communicate therapeutically with patients.The RN to BSN pr.docx
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issue
.
This is a Collaborative Learning Community assignment. The instructo.docx
This is a Collaborative Learning Community assignment. The instructor will assign you to a CLC group. The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community. 1. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." 2. Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Complete the "Provider Interview Acknowledgement Form" and submit with the group presentation. Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Compile key findings from the interview, including the interview questions used, and submit with the group presentation. PowerPoint Presentation Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest. Include the following in your presentation: 1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health. 2. Summary of community assessment: (a) funding sources and (b) partnerships. 3. Summary of interview with community health/public health provider. 4. Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment. 5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to
[email protected]
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA ...
Assessment TraitsRequires LopeswriteAssessment Descripti
Assessment Traits
Requires Lopeswrite
Assessment Description
The RN to BSN program at Grand Canyon University meets the requirements for
clinical competencies as defined by the Commission on Collegiate Nursing Education
(CCNE) and the American Association of Colleges of Nursing (AACN), using
nontraditional experiences for practicing nurses. These experiences come in the form of
direct and indirect care experiences in which licensed nursing students engage in
learning within the context of their hospital organization, specific care discipline, and
local communities.
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
Select a community of interest in your region. Perform a physical assessment of the
community.
1. Perform a direct assessment of a community of interest using the "Functional
Health Patterns Community Assessment Guide."
2. Interview a community health and public health provider regarding that person's
role and experiences within the community.
Interview Guidelines
Interviews can take place in-person, by phone, or by Skype.
Develop interview questions to gather information about the role of the provider in the
community and the health issues faced by the chosen community.
Complete the "Provider Interview Acknowledgement Form" prior to conducting the
interview. Submit this document separately in its respective drop box.
Compile key findings from the interview, including the interview questions used, and
submit these with the presentation.
PowerPoint Presentation
Create a PowerPoint presentation of 15-20 slides (slide count does not include title and
references slide) describing the chosen community interest.
Include the following in your presentation:
1. Description of community and community boundaries: the people and the
geographic, geopolitical, financial, educational level; ethnic and phenomenological
features of the community, as well as types of social interactions; common goals
and interests; and barriers, and challenges, including any identified social
determinates of health.
2. Summary of community assessment: (a) funding sources and (b) partnerships.
3. Summary of interview with community health/public health provider.
4. Identification of an issue that is lacking or an opportunity for health promotion.
5. A conclusion summarizing your key findings and a discussion of your impressions
of the general health of the community.
While APA style is not required for the body of this assignment, solid academic writing
is expected, and documentation of sources should be presented using APA format ting
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. A link to the LopesWrite
technical support articles ...
The benchmark assesses the following competency4.2 Communicate .docx
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
RUBRICS: The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
Writer is clearly in command of standard, written, academic English. All format elements are correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
For initial post talk about the charts compositions: the chart size, .
The benchmark assesses the following competencies3.3 Provid.docx
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Audio presentation
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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.
...
The benchmark assesses the following competencies3.3 Provide in.docx
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Audio presentation
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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.
.
Recommended
The benchmark assesses the following competency4.2 Communic.docx
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
.
4.2 Communicate therapeutically with patients.The RN to BSN pr.docx
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issue
.
This is a Collaborative Learning Community assignment. The instructo.docx
This is a Collaborative Learning Community assignment. The instructor will assign you to a CLC group. The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community. 1. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." 2. Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Complete the "Provider Interview Acknowledgement Form" and submit with the group presentation. Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Compile key findings from the interview, including the interview questions used, and submit with the group presentation. PowerPoint Presentation Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest. Include the following in your presentation: 1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health. 2. Summary of community assessment: (a) funding sources and (b) partnerships. 3. Summary of interview with community health/public health provider. 4. Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment. 5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to
[email protected]
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA ...
Assessment TraitsRequires LopeswriteAssessment Descripti
Assessment Traits
Requires Lopeswrite
Assessment Description
The RN to BSN program at Grand Canyon University meets the requirements for
clinical competencies as defined by the Commission on Collegiate Nursing Education
(CCNE) and the American Association of Colleges of Nursing (AACN), using
nontraditional experiences for practicing nurses. These experiences come in the form of
direct and indirect care experiences in which licensed nursing students engage in
learning within the context of their hospital organization, specific care discipline, and
local communities.
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
Select a community of interest in your region. Perform a physical assessment of the
community.
1. Perform a direct assessment of a community of interest using the "Functional
Health Patterns Community Assessment Guide."
2. Interview a community health and public health provider regarding that person's
role and experiences within the community.
Interview Guidelines
Interviews can take place in-person, by phone, or by Skype.
Develop interview questions to gather information about the role of the provider in the
community and the health issues faced by the chosen community.
Complete the "Provider Interview Acknowledgement Form" prior to conducting the
interview. Submit this document separately in its respective drop box.
Compile key findings from the interview, including the interview questions used, and
submit these with the presentation.
PowerPoint Presentation
Create a PowerPoint presentation of 15-20 slides (slide count does not include title and
references slide) describing the chosen community interest.
Include the following in your presentation:
1. Description of community and community boundaries: the people and the
geographic, geopolitical, financial, educational level; ethnic and phenomenological
features of the community, as well as types of social interactions; common goals
and interests; and barriers, and challenges, including any identified social
determinates of health.
2. Summary of community assessment: (a) funding sources and (b) partnerships.
3. Summary of interview with community health/public health provider.
4. Identification of an issue that is lacking or an opportunity for health promotion.
5. A conclusion summarizing your key findings and a discussion of your impressions
of the general health of the community.
While APA style is not required for the body of this assignment, solid academic writing
is expected, and documentation of sources should be presented using APA format ting
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. A link to the LopesWrite
technical support articles ...
The benchmark assesses the following competency4.2 Communicate .docx
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
RUBRICS: The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
Writer is clearly in command of standard, written, academic English. All format elements are correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
For initial post talk about the charts compositions: the chart size, .
The benchmark assesses the following competencies3.3 Provid.docx
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Audio presentation
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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.
...
The benchmark assesses the following competencies3.3 Provide in.docx
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Audio presentation
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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.
.
Develop a 3-4-page preliminary care coordination plan for an ind.docx
Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care.
NOTE: You are required to complete this assessment before Assessment 4.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular indivi.
For this assessment, you will implement the preliminary care coordin.docx
For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
Competency 3: Create a satisfying patient experience.
Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient i.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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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.docx
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.
For this assessment, you will implement the preliminary care coo.docx
For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
Competency 3: Create a satisfying patient experience.
Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, cultura.
2 part task APA FormatPart 1The role of the nurse educator requ.docx
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.
Develop a 3-4-page preliminary care coordination plan for an individ.docx
Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care.
NOTE: You are required to complete this assessment before Assessment 4.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular in.
Complete the preliminary care coordination plan you developed in Ass.docx
Complete the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
Competency 3: Create a satisfying patient experience.
Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will complete the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner.
To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly.
Note
: Remember that you can submit all, or a portion of, your plan to
Smarthinking Tutoring
for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mind.
Please review the course objectives stated in the Syllabus- Conduct a.docx
Please review the course objectives stated in the Syllabus. Conduct a self-reflection of your learning in the course and how you personally have met each of the course objectives
Course Learning Outcomes After this course, you will be able to: 1. Apply a knowledge base of community health nursing and health teaching skills to the development an educational project with a focus on illness prevention, health promotion and/or health maintenance of individuals, families and groups. 2. Demonstrate use of information technology in data gathering and analysis of a community or a specific population group. 3. Analyze a community assessment to plan a health teaching project that meets the needs of communities and populations 4. Create an educational project that can be utilized by public and community health nurses to improve the health status and eliminate health disparities of individuals, families, communities and populations. 5. Implement the planned teaching project to the selected target population. 6. Collaborate with community partners to provide education designed to improve population health. 7. Record and present evidence of the completion of each phase of the teaching project
.
The first step in any effective project or clinical patient encounte.docx
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular individual within the community. You decide to prepare a preliminary care coordination plan and proceed by identifying the patient's three priorities for health and by investigating the resources available in your community for a safe and effective continuum of care.
To prepare for this assessment, you may wish to:
Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Allow plenty of time to plan your patient clinical encounter.
Be sure that you have a patient in mind that you can work with throughout the course.
Note
: Remember that you can submit all, or a portion of, your draft plan to
Smarthinking Tutoring
for feedback.
NTTAP Webinar: Postgraduate NP/PA Residency: Discussing your Key Program Staf...
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
The Bible says that iron sharpens iron as one man sharpens another.docx
The Bible says that iron sharpens iron as one man sharpens another. This passage speaks to the design God has for relationships here on earth. Specifically, the journey to achieve a doctoral degree should not be conducted alone (Lehna, Hermanns, Monsivias, & Engebretson, 2016). Doctoral work stretches learning and experiences to their breaking point. The break is intended for the boxes and walls built in the current knowledge and beliefs one holds to give way to new ideas and expressions. These ideas and expressions aid in new solutions, or reframing established solutions for modern audiences to complex social problems. As such, the journey to dive deep into a field requiring command and application of the vast knowledge contained will need partnerships such as mentors (Harbman, Bryant-Lukosious, Martin-Misner, Carter, Covell, Donald, & Valaitis, 2017).
Finding a mentor and having a solid match
Empirical studies conclude mentor relationships improve a student’s ability to learn and retain knowledge and skill in many environments (Asgari & Carter, 2016). Mentor/mentee studies of minority scholars find increases in academic and career-related achievements for more than 97% of participants. These participants moved two letter grades and increased career positions over those without mentor relationships (Ooms, Werker, & Hopp, 2018; Witrrup, Hussain, Albright, Hurd, Varner, & Mattis, 2016).
The critical characteristic of successful mentor/mentee relationships is correlated to the compatibility of the pair or group (Harbman, Bryant-Lukosious, Martin-Misner, Carter, Covell, Donald, & Valaitis, 2017; Witrrup, Hussain, Albright, Hurd, Varner, & Mattis, 2016). The focus of study and career should be considered as a parallel point in a choice of mentor. Mentee's would lose time, trust, and loyalty to their mentor if they chose someone that does not have a specific strength in the field of focus. Nurses experience higher rates of job satisfaction based on matching higher skilled nurses with novice staff (Harbman, Bryant-Lukosious, Martin-Misner, Carter, Covell, Donald, & Valaitis, 2017).
It appears an application of iron sharpening iron can be applied from what the above empirical data shows. The Bible does not say that iron sharpens copper. As such, experienced and knowledgeable nurses will hone novice nurses. Leaders with more years and experiences will instill the organizational knowledge to mentees. Iron is compatible with iron. Strategic leader students should then find mentors that are established and knowledgeable leaders to learn from.
The right mentor
In social work practices, it is necessary to find a mentor that has an expanse of knowledge and experience. This need for relevant education and experience is especially real in child/adult protection leadership. It is ever changing and evolving. A mentor that has twenty to thirty years of experience is difficult to find in North Carolina. I am blessed to have a mentor with more than th.
The best evidence of the first deliberate human burial dates back al.docx
The best evidence of the first deliberate human burial dates back almost 100,000 years, and the idea of ancestor veneration has persisted for millennia. The way that a living community responds to death reveals much about their sense of identity and particularly the group’s religious and spiritual traditions. Choose a culture/region from the list below and include in your paper responses to both of the following questions:
Mesopotamians keeping ancestral skulls on display in the home
Indians burning the funeral pyre on the River Ganges
Asians modifying the bones of the dead during “secondary burials”
Romans arranging the deceased in visible underground catacombs
Medieval Eastern Europeans preventing vampires or other revenants
How do burial rituals build identity and strengthen the sense of community for the living?
What factors have shaped these customs and values—religious, political, geographical, etc.?
Fully develop your findings in a 2-3 page paper, and be sure to format your paper and cite your research sources as per APA guidelines.
.
The Beyond Madness webring consists of many internet sites concernin.docx
The Beyond Madness webring consists of many internet sites concerning mental disorders. Go to http://www.webring.org/hub?ring=bmadness to look at a list of those sites. (Copy and paste the address).
Find a site in which a person gives a personal account of what it is like to have a mental disorder (choose one of the disorders described in the book) and go to that site. MAKE SURE THAT IT IS A NEW SITE, SOMETHING NO ONE HAS ALREADY CHOSEN. Read that person's description of his or her experience and answer the following questions:
1. Tell us what you know about the person and what disorder is portrayed. REMEMBER TO CHOOSE A NEW SITE, SOMETHING NO ONE ELSE HAS CHOSEN ALREADY. What difficulties does that person have to cope with that most people do not? What has it been like for that person to cope with mental disorder?
(3 points)
2. Does that person's self-description fit with the description provided in the textbook? Why or why not? Be specific, detailed and GIVE PAGE NUMBER REFERENCES.
(3 points)
3. What is your reaction to that person's story? What do you think it is like to be that person?
(4 points)
Here are other answer for another students
I chose to discuss Justin Timberlake who in 2008 admitted that he had ocd and add. I am not a huge fan of his but I appreciate that he suffers from 2 illnesses. As I have depression and add it's interesting to me how they interact. In regards to Justin I located statements he had made on
www.disable-world.com
,
www.femalefirst.co.uk
and
www.anxietyguru.net
. I wanted to use more than one site to highlight how his symptoms affected him. When I went to the Beyond Madness site and looked at OCD I was surprised at how many people were suspected of having OCD like Charles Darwin and Ludwig Van Beethoven. When you think of the systematic way in which Darwin organized his notes for the
Origin of Species
one can see that the skills needed for such specific a book would require a person who would be able to give a systematic outline for what they were observing. What I knew about Justin Timberlake prior to this assignment was limited to his work as a performer. He says that his OCD affects many parts of his daily life. OCD is made up of compulsions and obsessions. Both need not be present for a diagnosis to be reached. A person can have obsessions without compulsions. His obsessions include that everything around him be lined up. He also can only have specific foods in his fridge and of course, they must be in a specific place. This did cause problems with his girlfriend Jessica Alba when she moved in and had to work with Justin on this issue. Justin cites that he loves to perform and that in spite of his OCD and ADD he is still able to perform. There is something very stimulating about being on stage so that stimulation may be the boost he needs.It's helpful for persons with ADD not to be distracted by details but rather able to concentrate on their own activities. Justin's description does mirror muc.
The authors assert that the use of mobile devices in our society.docx
The authors assert that the use of mobile devices in our society today has indeed become ubiquitous. Research indicates that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors. Identify these factors, and discuss some of the security risks associated with mobile computing that would need to be considered in an information goverance program.
.
The best practices for incident response in the cloud.Use .docx
The best practices for incident response in the cloud.
Use at least three sources. Include at least 3 quotes from your sources enclosed in quotation marks and cited in-line by reference to your reference list. Cite your sources. Do not copy. Write in essay format not in bulleted, numbered or other list format.
.
The Beneficiary will be responsible for Primary responsibiliti.docx
The Beneficiary will be responsible for:
Primary responsibilities include Installation and configuration of multiple instances of
ITIM, Web Sphere, LDAP – IBM Directory Server and IDI.
Design, implement, and support various Identity and Access Management (IAM)
solutions.
Conduct in depth technical IAM research, assessments and performance analysis to
support and design technical automated IAM strategies.
Lead scalability and performance planning for future IAM needs.
Review and adjust existing IAM processes (provisioning, de-provisioning, re-
certifications, etc..) to ensure that they are aligned with industry best practices.
Provide guidance and support for management of non-human accounts.
Lead technical project execution to identify and close gaps between proposed and
implemented designs.
Worked on IBM Security Directory Integrator (ISDI).
Technical Requirement Gathering: was responsible for gathering the user provisioning
requirement for all the endpoints of ITIM Selection, installation and configuration of
Endpoint Agents for ITIM.
Integrate IBM WebSphere portal, IBM Directory Server, Tivoli access manager,
Web
SEAL, IBM WebSphere.
Used Global Service Manager, which is a ticketing system to resolve several service
requests, Incidents and activities and provided 24/7 service to resolve the issues.
Developed a plan to install the IBM TAM components policy server, authorization
server, and user registry on the IBM xSeries servers.
Involved with IFIM team to implement federations via SAML, OAuth, and WS-FED
utilizing Federated Identity Manager
Worked on IBM Security Governance and Intelligence (ISIGI).
.
The benchmark assesses the following competencies1.4 Partic.docx
The benchmark assesses the following competencies:
1.4 Participate in health care policy development to influence nursing practice and health care.
Research public health issues on the "Climate Change" or "Topics and Issues" pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.
Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.
Follow this outline when writing the policy brief:
Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
Create a problem statement.
Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
Discuss the impact on the health care delivery system.
Include three peer-reviewed sources and two other sources to support the policy brief.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
.
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Develop a 3-4-page preliminary care coordination plan for an ind.docx
Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care.
NOTE: You are required to complete this assessment before Assessment 4.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular indivi.
For this assessment, you will implement the preliminary care coordin.docx
For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
Competency 3: Create a satisfying patient experience.
Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient i.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
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
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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.docx
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.
For this assessment, you will implement the preliminary care coo.docx
For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
Competency 3: Create a satisfying patient experience.
Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, cultura.
2 part task APA FormatPart 1The role of the nurse educator requ.docx
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.
Develop a 3-4-page preliminary care coordination plan for an individ.docx
Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care.
NOTE: You are required to complete this assessment before Assessment 4.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular in.
Complete the preliminary care coordination plan you developed in Ass.docx
Complete the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
Competency 3: Create a satisfying patient experience.
Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will complete the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner.
To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly.
Note
: Remember that you can submit all, or a portion of, your plan to
Smarthinking Tutoring
for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mind.
Please review the course objectives stated in the Syllabus- Conduct a.docx
Please review the course objectives stated in the Syllabus. Conduct a self-reflection of your learning in the course and how you personally have met each of the course objectives
Course Learning Outcomes After this course, you will be able to: 1. Apply a knowledge base of community health nursing and health teaching skills to the development an educational project with a focus on illness prevention, health promotion and/or health maintenance of individuals, families and groups. 2. Demonstrate use of information technology in data gathering and analysis of a community or a specific population group. 3. Analyze a community assessment to plan a health teaching project that meets the needs of communities and populations 4. Create an educational project that can be utilized by public and community health nurses to improve the health status and eliminate health disparities of individuals, families, communities and populations. 5. Implement the planned teaching project to the selected target population. 6. Collaborate with community partners to provide education designed to improve population health. 7. Record and present evidence of the completion of each phase of the teaching project
.
The first step in any effective project or clinical patient encounte.docx
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Preparation
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.
As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular individual within the community. You decide to prepare a preliminary care coordination plan and proceed by identifying the patient's three priorities for health and by investigating the resources available in your community for a safe and effective continuum of care.
To prepare for this assessment, you may wish to:
Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Allow plenty of time to plan your patient clinical encounter.
Be sure that you have a patient in mind that you can work with throughout the course.
Note
: Remember that you can submit all, or a portion of, your draft plan to
Smarthinking Tutoring
for feedback.
NTTAP Webinar: Postgraduate NP/PA Residency: Discussing your Key Program Staf...
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
Similar to The benchmark assesses the following competency4.2 Communicate .docx (15)
Assessment 4 Final Care Coordination Plan Content.docx
Assessment 4 Final Care Coordination Plan Content.docx
Develop a 3-4-page preliminary care coordination plan for an ind.docx
Develop a 3-4-page preliminary care coordination plan for an ind.docx
For this assessment, you will implement the preliminary care coordin.docx
For this assessment, you will implement the preliminary care coordin.docx
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
For this assessment, you will implement the preliminary care coo.docx
For this assessment, you will implement the preliminary care coo.docx
2 part task APA FormatPart 1The role of the nurse educator requ.docx
2 part task APA FormatPart 1The role of the nurse educator requ.docx
Develop a 3-4-page preliminary care coordination plan for an individ.docx
Develop a 3-4-page preliminary care coordination plan for an individ.docx
Complete the preliminary care coordination plan you developed in Ass.docx
Complete the preliminary care coordination plan you developed in Ass.docx
Please review the course objectives stated in the Syllabus- Conduct a.docx
Please review the course objectives stated in the Syllabus- Conduct a.docx
The first step in any effective project or clinical patient encounte.docx
The first step in any effective project or clinical patient encounte.docx
NTTAP Webinar: Postgraduate NP/PA Residency: Discussing your Key Program Staf...
NTTAP Webinar: Postgraduate NP/PA Residency: Discussing your Key Program Staf...
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The Bible says that iron sharpens iron as one man sharpens another. This passage speaks to the design God has for relationships here on earth. Specifically, the journey to achieve a doctoral degree should not be conducted alone (Lehna, Hermanns, Monsivias, & Engebretson, 2016). Doctoral work stretches learning and experiences to their breaking point. The break is intended for the boxes and walls built in the current knowledge and beliefs one holds to give way to new ideas and expressions. These ideas and expressions aid in new solutions, or reframing established solutions for modern audiences to complex social problems. As such, the journey to dive deep into a field requiring command and application of the vast knowledge contained will need partnerships such as mentors (Harbman, Bryant-Lukosious, Martin-Misner, Carter, Covell, Donald, & Valaitis, 2017).
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Involved with IFIM team to implement federations via SAML, OAuth, and WS-FED
utilizing Federated Identity Manager
Worked on IBM Security Governance and Intelligence (ISIGI).
.
The benchmark assesses the following competencies1.4 Partic.docx
The benchmark assesses the following competencies:
1.4 Participate in health care policy development to influence nursing practice and health care.
Research public health issues on the "Climate Change" or "Topics and Issues" pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.
Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.
Follow this outline when writing the policy brief:
Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
Create a problem statement.
Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
Discuss the impact on the health care delivery system.
Include three peer-reviewed sources and two other sources to support the policy brief.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
.
The Beneficiary will be responsible for Primary responsibilit.docx
The Beneficiary will be responsible for:
Primary responsibilities include Installation and configuration of multiple instances of
ITIM, Web Sphere, LDAP – IBM Directory Server and IDI.
Design, implement, and support various Identity and Access Management (IAM)
solutions.
Conduct in depth technical IAM research, assessments and performance analysis to
support and design technical automated IAM strategies.
Lead scalability and performance planning for future IAM needs.
Review and adjust existing IAM processes (provisioning, de-provisioning, re-
certifications, etc..) to ensure that they are aligned with industry best practices.
Provide guidance and support for management of non-human accounts.
Lead technical project execution to identify and close gaps between proposed and
implemented designs.
Worked on IBM Security Directory Integrator (ISDI).
Technical Requirement Gathering: was responsible for gathering the user provisioning
requirement for all the endpoints of ITIM Selection, installation and configuration of
Endpoint Agents for ITIM.
Integrate IBM WebSphere portal, IBM Directory Server, Tivoli access manager,
Web
SEAL, IBM WebSphere.
Used Global Service Manager, which is a ticketing system to resolve several service
requests, Incidents and activities and provided 24/7 service to resolve the issues.
Developed a plan to install the IBM TAM components policy server, authorization
server, and user registry on the IBM xSeries servers.
Involved with IFIM team to implement federations via SAML, OAuth, and WS-FED
utilizing Federated Identity Manager
Worked on IBM Security Governance and Intelligence (ISIGI).
.
The Bennett Company uses standard costing. The company makes and sel.docx
The Bennett Company uses standard costing. The company makes and sells a single products called "The Hopper". The following data are for the month of October. Note: all materials purchased was used in production. There were no beginning or ending raw materials inventories.
Actual cost of direct labor $65,975
Labor rate variance 2,275 U
Total labor variance 7,175 U
Standard cost per direct labor hour $7
Standard cost per pound of material $6
Actual pounds of material used 11,200
Material price variance $2,800 F
Standard pounds of material per unit 2.5
Total materials variance $1,400 U
1.)
The total number of units of "The Hopper" produced during October was
A.)9,100
B.)4,480
C.)8,400
D.)4,200
2.)
The standard direct labor hours allowed to produce one unit of "The Hopper" was
A.)2 hours
B.)3 hours
C.)1.75 hours
D.)2.17 hours
3.)
The actual labor cost per hour was
A.)$7.00
B.)$7.85
C.)$7.25
D.)$8.00
4.)
The actual material cost per pound was
A.)$6.40
B.)$5.75
C.)$5.40
D.)$6.25
.
The below needs to be in 500 word limit in APA format with reference.docx
The below needs to be in 500 word limit in APA format with references and citations
Using the following link as your reference, select TWO and explain the differences
(viruses, worms, trojans, and bots).
What Is the Difference: Viruses, Worms, Trojans, and Bots?
.
The Belmont Report (1979) and the Declaration of Helsinki (196.docx
The
Belmont Report (1979)
and the
Declaration of Helsinki (1964)
serve to reinforce a view that such ethical codes are all that are necessary to protect vulnerable research participants. However, these codes also require thoughtful moral interpretation. In the context of time (1932) and place (Macon County, Alabama), do you believe that moral interpretation of the ethical principles of both of these documents would have influenced Nurse Rivers’ role in the Tuskegee
Syphilis
study? How? Why? In the context of present day (2020), apply
your
interpretation of the ethical principles from these documents to research involving human subjects anywhere. What might
account
for the differences in the role of Nurse Rivers then and the role of the nurse involved in research today?
.
THE BENEDICTINESBenedictine order introA) The B.docx
THE BENEDICTINES
Benedictine order: intro
A) The Benedictines: INTRO
About 70 years after the fall of Rome, one finds Benedict of Nursia .
He was born around 480 ce and died about 547.
A) The Benedictines: INTRO
You know that the Desert Fathers and Mothers have been around since the 200’s…
… so the idea of Christian men and women living in prayer and solitude is already centuries old
A) The Benedictines: INTRO
A monk named Pachomius is credited with the idea of those Desert Hermits…
…forming into groups and living in community.
So by the time of St Benedict, the idea was a familiar one.
Benedict really made it work, though. He had a lot of common sense, so his ideas about how to live in communities lasted!
A) The Benedictines: INTRO
His first abbey was founded in Italy in 529.
By 708, there were also Benedictine monasteries in France!
The following slide shows the monastery of Mont Saint Michel.
Mont Saint Michel; Wikipedia; 5 July 2011; Photo by DAVID ILIFF. License: CC-BY-SA 3.0
Mont Saint Michel; 20 11 2005 Wikipedia
Mont Saint Michel 15 09 2011 Ввласенко Wikipedia
Cloister inside Mont Saint Michel 9 9 2008 Wikipedia
A) The Benedictines: INTRO
One of the main “purposes” or “gifts” or “charisms” of the Benedictine Monastery was HOSPITALITY.
Sometimes Benedictine monasteries even served as hospitals or medical centers (“such as they were”) in medieval times.
Imagine wandering on foot, cold and hungry, and exhausted, with no Motels in existence…and then seeing ahead of you..
…all lit up of course with candles and fire-places, instead of gas….
Mont Saint Michel at night from land bridge; 20 09 2006 Benh LIEU SONG Wikipedia
What a comfort that would be!
They would take you in…and you could spend the night (HOSPITALITY) and feed you…
..and they had herbs and salves to give you, if you were feeling ill or had blisters.
A) The Benedictines: INTRO
In the 900’’s, another French abbey, at Cluny, was founded.
In the 1100’s, it was consecrated by the Pope and had become very powerful.
(the next slide shows where Cluny is located)
https://www.bing.com/images/search?view=detailV2&ccid=7gRWEEGY&id=
472A6BF0DCAE757E31D01EF93C1603457BE41771&thid=
OIP.7gRWEEGYa4VSc5Y08VuEQgHaGJ&mediaurl=https%3a%2f%2fwww.greyworldnomads.com
%2fwp-content%2fuploads%2f2018%2f01%2fWhere-is-Cluny-Abbey-on-map-France
.jpg&exph=570&expw=686&q=cluny+monasteries+map&simid=608003072965085976&selectedIndex=0&ajaxhist=0
In the following slide, you can see how all the IMPORTANT MEN OF POWER were gathered around the consecration (“blessing”) of this monastic complex.
Again: the Church is involved with culture, money, and power.
Consecration of Cluny by Urban II in 1100’s (Bibliotheque Nationale) Wikipedia
A) The Benedictines: INTRO
The original Church from the 1100’s was destroyed. Additional parts were built up over centuries.
Here is a model of how the whole thing looked in medieval times.
A.
The below need to be critiquedThe Southeast Planning Group (S.docx
The below need to be critiqued:
The Southeast Planning Group (SPG) is an organization that was created in 2000 to facilitate the Office of Housing and Urban Development’s (HUD) Continuum of Care planning process (Laufer, 2011). The change that took place was Stakeholders were split in their views of the changes—some agreed that they were necessary in order to advance the goals of the organization, while others felt the new leadership was “taking over” with a hidden agenda to promote its own self-interest (Laufer, 2011). It seemed at first the Southeast Planning group was effective at the beginning. What lacked was the lack of confidence in growing the organization. A strategy that might improve the organizational climate return the organization to optimal functioning is for the director to have more confidence in the program. In addition having a leadership style that is more open to change and be able to communicate without feeling afraid of what is to come next. A leader must also pay attention to recruiting and retaining employees (Northouse,2021).
.
THE BELMONT REPORT Office of the Secretary Ethical Princip.docx
THE BELMONT REPORT
Office of the Secretary
Ethical Principles and Guidelines for the Protection of Human
Subjects of Research
The National Commission for the Protection of Human Subjects of
Biomedical and Behavioral Research
April 18, 1979
AGENCY: Department of Health, Education, and Welfare.
ACTION: Notice of Report for Public Comment.
SUMMARY: On July 12, 1974, the National Research Act (Pub. L. 93-348) was signed into law, there-by creating the
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. One of the
charges to the Commission was to identify the basic ethical principles that should underlie the conduct of biomedical
and behavioral research involving human subjects and to develop guidelines which should be followed to assure that
such research is conducted in accordance with those principles. In carrying out the above, the Commission was
directed to consider: (i) the boundaries between biomedical and behavioral research and the accepted and routine
practice of medicine, (ii) the role of assessment of risk-benefit criteria in the determination of the appropriateness of
research involving human subjects, (iii) appropriate guidelines for the selection of human subjects for participation in
such research and (iv) the nature and definition of informed consent in various research settings.
The Belmont Report attempts to summarize the basic ethical principles identified by the Commission in the course of
its deliberations. It is the outgrowth of an intensive four-day period of discussions that were held in February 1976 at
the Smithsonian Institution's Belmont Conference Center supplemented by the monthly deliberations of the
Commission that were held over a period of nearly four years. It is a statement of basic ethical principles and
guidelines that should assist in resolving the ethical problems that surround the conduct of research with human
subjects. By publishing the Report in the Federal Register, and providing reprints upon request, the Secretary intends
that it may be made readily available to scientists, members of Institutional Review Boards, and Federal employees.
The two-volume Appendix, containing the lengthy reports of experts and specialists who assisted the Commission in
fulfilling this part of its charge, is available as DHEW Publication No. (OS) 78-0013 and No. (OS) 78-0014, for sale by
the Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402.
Unlike most other reports of the Commission, the Belmont Report does not make specific recommendations for
administrative action by the Secretary of Health, Education, and Welfare. Rather, the Commission recommended that
the Belmont Report be adopted in its entirety, as a statement of the Department's policy. The Department requests
public comment on this recommendation.
National Commission for the Protection of Human Subjects of
Biomedical and Behavioral Resea.
The Benefits and Risks of Using Skype at Darcy’s .docx
The Benefits and Risks of
Using Skype at Darcy’s:
A Short Report
September 20, 2013
Prepared for:
Darcy’s Department Store
Prepared by:
Student Name
BUS105
2
Background
The East Coast buyers for Darcy’s Department Store are looking for an economical and
efficient way to share information about the deals buyers are getting from various
suppliers and use real-time transmission of that information between one another to
help save money.
There are a number of tools to do this, but Skype has been mentioned as a leading
contender. Skype claims to be an easy to use, online tool that allows users to connect
with any other Skype user around the world for free. A user can make video and voice
calls to other Skype users at no charge. Users can even share files among themselves,
which provides a great asset during a business meeting. However, when there are group
video calls, then Skype begins to charge a fee.
Also, for buyers throughout the East Coast, this tool can be useful if they need to talk
with one another. However, for meetings that require more than two attendees, Skype
is not a useful tool and is not intended to work that way for business.
Benefits
Among the most attractive benefits of Skype is that it is free and you can see the person
you are talking with. To purchase a software license for 20 buyers that is compatible to
what Skype can do will cost Darcy’s roughly $1,500 per month. There are no hidden
charges with Skype. According to Skype’s web page, users get video and voice calls to
other Skype users and “instant messaging and file sharing” all at no charge.
The video sharing feature of Skype will allow the buyers to see products in real time.
For example, if two buyers are looking at similar merchandise from two different
suppliers who are offering different pricing, then they can quickly Skype one another
and compare the product to see if it is the same and to then get the best pricing for it.
Two business writers for the Auburn Citizen in NY, state that there are business users
“who can save time and money in scheduling and holding conferences or training
sessions, demonstrate products or services for potential customers, and extend
customer service by showing customers how to get the most from your product” (Leon
and Leon).
Downsides
Despite the benefits mentioned above, there are clear downsides to this product. I
tested Skype over a one-week period by calling various Skype users throughout the East
Coast and tried to simulate a conversation that a buyer might have.
First, using Skype takes getting used to. During my five-day test, I never mastered the
connection stage. This is when one Skype user “calls” another Skype user. Skype makes
3
a distinctive sound that lets the user know it is making a call. However, once you
connect to whom you are calling, the picture shows, but it takes abo.
The Basics Health13th editionChapter 14Protecting against.docx
The Basics Health
13th edition
Chapter 14
Protecting against
Infectious Diseases and Sexually Transmitted Infections
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
The Process of Infection
Disease-causing agents called pathogens are found in air and food and on nearly every object or person.
An epidemic is a disease outbreak that affects many people in a community or region at the same time.
A pandemic is a global epidemic of a disease.
When a pathogen is virulent, it is strong enough to overcome host resistance and cause disease.
One becomes immunocompromised when the immune system is impaired.
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
2
Routes of Transmission
Direct contact: kissing or touching an infected person
Indirect contact: touching something that the infected person has touched
You may also autoinoculate yourself by transmitting a pathogen from one part of your body to another.
Animal-borne (zoonotic) infections are spread by domestic and wild animals.
Interspecies transmission is rare but does occur.
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
3
Risk Factors You Can Control
Too much stress
Inadequate nutrition
Low fitness level
Lack of sleep
Misuse or abuse of drugs
Poor personal hygiene
High-risk behaviors
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
4
Routes of Disease Transmission
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
5
Hard to Control Risk Factors
Heredity
Age
Environmental conditions
Organism virulence and resistance
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
6
Your Body's Defenses against Infection
Physical and chemical defenses
Skin
Enzymes in body secretions
Internal linings of the body
Immune system defenses
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
7
The Body's Defenses against Disease- Causing Pathogens
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
8
How the Immune System Works
Immunity: Being able to resist a particular disease by counteracting the substance that produces the disease
Antigens: Substances capable of triggering an immune response. Examples include a virus, a bacteria, a fungus, a parasite, a toxin or tissue from another organism.
Antibodies: Specific responses to antigens
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
9
How the Immune System Works (cont.)
Humoral immune response: The body's major defense against many bacteria and the poisonous substances, toxins, they produce
Cell-mediated immunity
Lymphocytes
B lymphocytes
T lymphocytes
Macrophages
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
10
The Cell-Mediated Immune Response
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
11
When the Autoimmune System Misfires
Autoimmune diseases
Sometimes .
The Basics Health13th Edition Chapter 8Recognizing and Avo.docx
The Basics Health
13th Edition
Chapter 8
Recognizing and Avoiding Addiction and Drug Abuse
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
What Is Addiction?
Addiction - continued involvement with a substance or activity despite its ongoing negative consequences.
Classified by the American Psychiatric Association (APA) as a mental disorder.
Physiological dependence results in tolerance and withdrawal.
Psychological dependence is the dependency of the mind on a substance or behavior that can lead to psychological withdrawal symptoms, such as anxiety, irritability, or cravings.
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
The Process of Addiction
Compulsion
obsession with the behavior and an overwhelming need to perform it
Loss of control
the inability to predict reliably whether any isolated occurrence of the behavior will be healthy or damaging
Negative consequences
such as physical damage, legal trouble, financial problems, academic failure, or family dissolution
Denial,
the inability to perceive that the behavior is self-destructive
Inability to abstain,
continuance regardless of outcomes
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
Cycle of Psychological Addiction
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
4
Habit versus Addiction
Addiction involves elements of habit – which is a repeated behavior in which the repetition may be unconscious.
A habit can be broken.
Addiction involves repetition of a behavior that occurs with compulsion, and considerable discomfort occurs if the behavior is not performed.
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
Addiction Affects Family and Friends
Codependence: a condition in which a person is controlled by an addict's addictive behavior
Defined by lack of ability to set boundaries
Living in a chaotic, crisis-oriented mode
Assuming responsibility for meeting others' needs to the point of subordinating own needs or even being unaware of personal needs
Enablers: people who knowingly or unknowingly protect addicts from the consequences of their behavior
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
Addictive Behaviors
Drug chemicals are not the only source of addiction. People can become addicted to certain behaviors.
Process addictions are behaviors known to be addictive because they are mood altering.
Gambling, compulsive buying, compulsive exercise, and compulsive Internet or technology use are all process addictions.
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
Gambling Disorder
More than five million people meet the criteria for having a gambling addiction; still many others ar
There is strong evidence for a biological component.
Copyright © 2019, 2017, 2015 Pearson Education, Inc. All Rights Reserved
Compulsive Buying Disorder
Shopping is often used as a way to mak.
The benchmark assesses the following competencies1.4 Particip.docx
The benchmark assesses the following competencies:
1.4 Participate in health care policy development to influence nursing practice and health care.
Research public health issues on the "Climate Change" or "Topics and Issues" pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.
Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.
Follow this outline when writing the policy brief:
Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
Create a problem statement.
Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
Discuss the impact on the health care delivery system.
Include three peer-reviewed sources and two other sources to support the policy brief.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
.
The Bedford Spotlight Reader Series Editorial BoardCraig B.docx
The Bedford Spotlight Reader Series Editorial Board
Craig Bartholomäus', Metropolitan Community College-Penn Valley
Laurie Celia, Shippensburg University
Robert Cummings, University of Mississippi
Lynée Lewis Gaillet, Georgia State University
Karen Gardiner, University of Alabama
Christine Howell, Metropolitan Community College-Penn Valley
Samantha Rooker-Koenigs, University of Wisconsin Oshkosh
Derek Malone-France, George Washington University
Stephanie Odoin, University of Texas at Austin
Megan O'Neill, Stetson University
Michelle Sidler, Auburn University
Carrie Wastal, University of California, San Diego
Writing Music
A BEDFORD SPOTLIGHT READER
Jeff Ousborne
Suffolk University
bedford/st. martin’s
Macmillan Learning
Boston I New York
For Bedford/St. Martin's
Vice Présidait, Editorial, Macmillan Learning Humanities: Edwin Hill
Senior Program Director for English: Leasa Burton
Program Manager: John É. Sullivan,III
Executive Marketing Manager: Joy Tisher Williams
Director of Content Development: Jane Knetzgei
Developmental Editor: Cara Kaufman
Content Project Manager: Louis C. Bruno Jr.
Senior Workflow Manager: Jennifer Wetzel
Production Assistant: Briarina Lester
Media Project Manager': Rand Thomas
Manager of Publishing-Services: Andrea Cava
Project Management-Tiiminä Datamatics, Inc.
Composition: Lumina Datamatics, Inc.
Photo Editor: Hilary Newman
Photo Researcher: Sheri Blaney
Permissions Editor: Kalina Ingham
Permissions Researcher: Arthur Johnson
Senior Art Director: Anna Palchik ’•
Text Design: Castle Design; Janis Owens; Books By Design, Inc.; Claire
Seng-Niemoeller
Cover Design: John Callahan
Cover Photo: Flashpop/Getty Images
Printing and Binding: LSC Communications, Harrisonburg
Copyright © 2018 by Bedford/St. Martin's.
All rights reserved. No part of this book may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, except as may be expressly permitted by
the applicable copyright statutes or in writing by the Publisher.
Manufactured in the United States of America.
2 1 0 9 8 7
f e d c ba
For information, write: Bedford/St. Martin's, 75 Arlington Street, Boston, MA 02116
ISBN 978-1-319-02015-6
Acknowledgments
Text acknowledgments and copyrights appear at the back of the book on pages 330-32,
which constitute an extension of the copyright page. Art acknowledgments and copyrights
appear on the same page as the art selections they cover.
Spotlight Reader Series
The Bedford Spotlight Reader Series is a line of single-theme readers, each featuring Bedford's trademark care and quality. The ..readers in
the series collect thoughtfully chosen readings sufficient for an entire
writing course — about thirty-five selections—to allow instructors to
provide carefully developed, high-quality instruction at an affordable
price. Bedford Spotlight Readers are designed to help students make
inquiries from multiple perspectiv.
THE BATHTUB PERIOD The award of the Scott contract on January 3, 1.docx
THE BATHTUB PERIOD The award of the Scott contract on January 3, 1987, left Park Industries elated. The Scott Project, if managed correctly, offered tremendous opportunities for follow-on work over the next several years. Park’s management considered the Scott Project as strategic in nature. The Scott Project was a ten-month endeavor to develop a new product for Scott Corporation. Scott informed Park Industries that sole-source production contracts would follow, for at least five years, assuming that the initial R&D effort proved satisfactory. All followon contracts were to be negotiated on a year-to-year basis. Jerry Dunlap was selected as project manager. Although he was young and eager, he understood the importance of the effort for future growth of the company. Dunlap was given some of the best employees to fill out his project office as part of Park’s matrix organization. The Scott Project maintained a project office of seven full-time people, including Dunlap, throughout the duration of the project. In addition, eight people from the functional department were selected for representation as functional project team members, four full-time and four half-time. Although the workload fluctuated, the manpower level for the project office and team members was constant for the duration of the project at 2,080 hours per month. The company assumed that each hour worked incurred a cost of $60.00 per person, fully burdened. At the end of June, with four months remaining on the project, Scott Corporation informed Park Industries that, owing to a projected cash flow problem, follow-on work would not be awarded until the first week in March (1988). This posed a tremendous problem for Jerry Dunlap because he did not wish to break up the project office. If he permitted his key people to be assigned to other projects, there would be no guarantee that he could get them Figure P15-31C TIME CUMULATIVE COSTS, $ TIME LINE BCWS BCWP CASE STUDIES c15.qxd 1/21/09 7:24 PM Page 708 Case Studies 709 back at the beginning of the follow-on work. Good project office personnel are always in demand. Jerry estimated that he needed $40,000 per month during the “bathtub” period to support and maintain his key people. Fortunately, the bathtub period fell over Christmas and New Year’s, a time when the plant would be shut down for seventeen days. Between the vacation days that his key employees would be taking, and the small special projects that his people could be temporarily assigned to on other programs, Jerry revised his estimate to $125,000 for the entire bathtub period. At the weekly team meeting, Jerry told the program team members that they would have to “tighten their belts” in order to establish a management reserve of $125,000. The project team understood the necessity for this action and began rescheduling and replanning until a management reserve of this size could be realized. Because the contract was firm-fixed-price, all schedules for administrative support (.
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Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
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Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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