ACTIVE LEARNING TEMPLATES System DisorderSTUDENT NAME __.docx

ACTIVE LEARNING TEMPLATES
System Disorder
STUDENT NAME _____________________________________
DISORDER/DISEASE PROCESS
_____________________________________________________
_____ REVIEW MODULE CHAPTER ___________
ACTIVE LEARNING TEMPLATE:
ASSESSMENT SAFETY
CONSIDERATIONS
PATIENT-CENTERED CARE
Alterations in
Health (Diagnosis)
Pathophysiology Related
to Client Problem
Health Promotion and
Disease Prevention
Risk Factors Expected Findings
Laboratory Tests Diagnostic Procedures
Complications
Therapeutic Procedures Interprofessional Care

Nursing Care Client EducationMedications
STUDENT NAME: DISORDERDISEASE PROCESS: REVIEW
MODULE CHAPTER: Pathophysiology Related to Client
Problem: Health Promotion and Disease Prevention: Risk
Factors: Expected Findings: Laboratory Tests: Diagnostic
Procedures: Nursing Care: Therapeutic Procedures:
Medications: Client Education: Interprofessional Care:
Alterations in Health: Safety Considerations: Complications:
1
MPA Capstone Project Rules
Spring 2020 Version 1.2
1. Purpose
The purpose of the PAD 771 Capstone seminar is for students to
demonstrate that they have
successfully mastered skills developed during studies in the
MPA program. The student
develops a term project on a policy-related problem in a
specific jurisdiction. The problem
selected must be related to the student’s area of specialization.
The project submission consists
of three components:
-page
memorandum,
-page executive summary in memorandum format, and

your cover memorandum.
Students are expected to choose a topic for their capstone
projects during the initial weeks of
the course, according to a schedule specified in the syllabus for
the course section. (The general
parameters for the schedule are set out in the section on "Course
Timetables" below.) The
student completes a “Project Definition Worksheet” which the
section professor must review
and approve before the student proceeds with further
development.
2. Prerequisites
Completing the MPA Qualifying Examination (MPAQE) is a
prerequisite to enrolling in the
Capstone Seminar. For information about the MPAQE, see the
MPAQE Student Guide, which is
accessible from the MPA Newsletter or the MPA section of the
college website. For MPA-PPA
students PAD 715 and PAD 739 are required prerequisites or
co-requisites, and for students in
MPA-IO, PAD 715 and PAD 758 are required prerequisites or
co-requisites.
3. Learning Objectives:
2.3 Students will conduct a research or policy analysis project.
3.1 Students will demonstrate reading, writing and analytical
skills necessary for management
and policy decision-making.
5.1 Students will organize and communicate information by
means of oral presentations,

written documents and digital media.
4. Waiver Based on Scholarly Article Accepted for Publication
or Major Presentation
Students deemed eligible for candidacy in Pi Alpha Alpha,
based on a GPA of 3.85 or above after
18 credits, may qualify for a waiver of the Capstone Course
requirement. A waiver eliminates
the requirement of PAD 771 for the student, but not the
requirement of 42 credits of graduate
2
coursework. The waiver may be approved based on a
publication or a conference presentation
as defined below.
A student may also qualify by completing a single-authored
scholarly article, or a scholarly
article co-authored with an MPA core faculty member, which is
accepted for publication in a
peer reviewed journal in public policy and administration. The
following journals are approved:
any official journal of the National Association of Schools of
Public Affairs and Administration,
the American Society for Public Administration, or the
Association for Public Policy Analysis and
Management. Other journals are accepted at the discretion of
the Program Directors in
consultation with the Capstone Seminar faculty.
A student may also qualify by presenting a single-authored

paper accepted for presentation at a
NASPAA, Association of Inspectors General, or ASPA
Conference including chapters of ASPA.
The waiver must be approved, by an MPA Director, in advance
of attending the conference, and
documented in the student’s degree completion plan. The
student must document that the
paper has been accepted for a conference paper via a conference
link or hardcopy conference
session/panel document.
Students seeking to satisfy the capstone requirement though this
option should contact one of
the Program Directors as soon as possible, particularly if the
student has not yet undertaken or
submitted the paper or article.
5. Instructional Resources
Instructional resources for the capstone course are available at
https://jjcmpa771.commons.gc.cuny.edu/ or
http://capstone.jjconline.net. The resources
include updated version of the rules, medialectures, templates,
grading rubric, as well as links
to internet-based resources for students.
The Capstone Template provides a starting point for drafting the
Primary Memorandum. The
outline and table formats are provided, and advice is also
provided in each section, in italics.
Students should delete the advice after they have followed the
advice.
6. Technical Requirements for the Projects

memorandum, the primary
memorandum, and printed versions of the Powerpoint slides.
The project must be
submitted as a set of files in a Microsoft Word or Powerpoint
format.
The executive summary is to be no more than 2 pages long.
The primary memorandum
is to be no longer than 12 pages long. The presentation
submission is to consist of no
more than 12 slides.
appendices that are included
within the 12-page limit of the primary memorandum.
-point font,
single spaced within
paragraphs and double spaced between paragraphs.
https://jjcmpa771.commons.gc.cuny.edu/
http://capstone.jjconline.net/
3
as specified below.
Turnitin. The Turnitin
settings for this course will permit the student to submit a
project in advance of final
submission for an assessment that is reported only to the

student.
relating to the student. The
student is to select a 6-field number consisting of:
git of your birthday (if you were both on
December 16, the digit is 6;
specialization letter codes are :
A. Court Administration
B. Criminal Justice Policy and Administration
C. Emergency Management
D. Human Resources Management
E. Law and Public Management
F. Management and Operations
G. Urban Affairs
H. Fiscal Policy and Oversight
I. Forensic Accounting
J. Organizational Assessment and Monitoring
K. Investigation and Operational Inspection
L. Law and Public Management
M. Justice Policy Analysis
N. International Inspection and Oversight
O. Independent Inspection and Oversight
P. Health Care Inspection and Oversight

special number followed by
the letter of your specialization above.
#####X refers to your special
number:
a. Executive Summary: #####X_exec.pdf
b. Primary Memorandum: #####X_memo.pdf
c. Presentation: #####X_presentation.pdf
provides for greater format
control by the student.
Turnitin.com, or an
alternate integrity verification service specified by the
instructor in Word format so that
it can be evaluated for compliance with JJCCJ integrity
policies.
ent should separately inform his/her faculty member
by email of his/her
student number and specialization code. The faculty member
will retain the number
confidentially.
4
Guidance About the Memorandum Format: Memos are a primary
form of internal
communication in most organizations, so it is vital that the

student understand how to draft
these important documents effectively. Unlike conversations,
memos leave a “paper trail,” so
the company can use directives, inquiries, instructions,
requests, recommendations, policies
and other reports for future reference. Unlike term papers, these
documents are intended not
only to be broadly informative, but also to guide specific
decisions and actions in a practical and
immediate context.
For this assignment, each memo must begin with the following
heading:
TO: (Insert the title and name of the official to whom the memo
is addressed.)
FROM: (Insert your ########X code, and do not include your
name, but do include the
job title you assumed in the memorandum, like “Policy
Analyst.” )
DATE: (insert the date that the memo is submitted for grading)
SUBJECT: (Insert a 5-6 word title explaining what the memo is
about.)
The primary memorandum must be no more than 12 pages long
and the executive summary
memorandum must be no more than 2 pages long. Paragraphs
must be single-spaced, with
paragraph separations and headings double spaced. The
document should be written in a 12-
point font. All margins should be one inch.
Guidance About the Presentation Slide Format: The twelve-slide
presentation can be created
using a presentation program such as Powerpoint, or can be
created with any other application

that produces an image that can be projected in a presentation.
For example, a conventional
word processing program could be used with the paper in
landscape mode.
The purpose of your slides is to assist a brief presentation of the
results of your project. The
student should assume a presentation that generally supports the
content of the 2-page cover
memorandum. An operationalization of the assignment is: If you
were reading your executive
summary to a small group, how would us use twelve slides to
reinforce and support your
presentation?
7. Project Topic Specifications
Students are to complete a policy analysis. The following
guidance relates to the selection of a
topic.
real jurisdiction.
policy deficiency – a
policy that is incomplete, insufficient, missing, mistaken,
unworkable or inappropriate.
primary memorandum. If it does
not exist, the student must identify how the policy would be
adopted and codified.

specialization. The faculty
member for the section makes this determination.
5
although the official involved
should not be personally named or contacted. For example, a
memorandum might be
addressed to a county commissioner, city councilor or state
legislator without naming
the person involved.
by the official involved, and
the project should produce a response to the question. The
question should be included
in the introduction.
relating to the agency or
organization in the jurisdiction involved.
information or data is
unpublished, such as information provided based on an
interview or information
request, the student must make the information available to the
faculty member for the
section involved.
it. For example, the

student could conduct interviews or measure distances or rate
attributes of locations, or
the student could construct estimates of information based on
comparable jurisdictions.
The primary memorandum must explain how the information is
developed.
of an MPA student,
working alone, could complete in several weeks. For example,
the elimination of the
national debt or the reversal of global warming are projects out
of scale for this
assignment. In most cases, projects, issues and programs that
are encountered in a local
government in a specific agency or local organization are
preferable.
analysis involved. For
example, comparing methods used to assess the presence of
water on Mars would be
beyond the capability of most MPA students based on what the
student has studied.
8. Guidance for Projects
Policy analysts must often define problems for, and recommend
solutions to, their superiors. A
policy is a high level statement or plan that defines goals and
acceptable approaches to the
achievement of goals. A policy analysis evaluates the goals or
the approaches to the goals. A
policy analysis project should include the following elements:

o Identify the action-forcing event.
o Identify the policy question asked by the official you are
working for.
o Provide an historical background and timeline.
o Define the policy problem.
o Complete a literature review that includes scholarly articles,
professional and
best-practice reports and articles, and reports and articles about
how the policy
and problem has been managed in other jurisdictions.
6
o Develop an environmental scan table that identifies 4-5 people
who are official
decision makers, experts and advocates. These are people whose
views should
be considered by your client.
o Include at least one stakeholder representing the public
interest.
o Identify the policy strategies and options to be assessed.
o Develop an options specification table.

o Explain the analysis to be conducted.
o Collect the information or data.
o Identify legal, ethical, operational and financial constraints
that limit strategies
and options.
o Identify legal, ethical, operational or financial implications of
your
recommendation.
o Present and explain the results of your analysis in an options
analysis table.
o Include at least the following criteria: public interest, ethical
compliance,
political feasibility, administrative feasibility, financial
feasibility, equity, and
effectiveness.
o Recommend, based on the analysis, a policy strategy or
option.
o Identify arguments for and against the policy strategy or
option advocated.
o Defend the policy strategy or option advocated.
9. Course Format and Timetables
PAD 771 is a hybrid class, meeting partially in classroom
settings and partially online. The
reason for the online component is that a substantial portion of
the course is the drafting of the
capstone project, during which there is considerable one-on-one
interaction between the
faculty member and each student. The online format facilitates

the interaction while assuring
that the faculty member can also offer general advice and
announcements to the entire class as
circumstances warrant.
Each course section will have a specific timetable set out in the
syllabus for the section
involved. However the following general guidelines apply
according to the format of the course.
Campus courses are typically in the 15-week format. West Point
program courses are typically
in the 10-week format and summer courses are typically in the
8-week format and never in the
5-week format.
Project Deadline 15-Week Format 10-Week Format 8-Week
Format
Topic and Method Selection 2 2 2
Project Definition Approval 4 3 3
Detailed Outline and Tables 6 4 4
7
Submission
Pre-Final Draft Submission 8 5 5
First-Round Project Submission 10 7 6

Second-Round Project Submission 13 9 8
Portfolio Review 14 10 9
Third-Round Project Submission 16 12 10
Students are encouraged to complete preliminary version of the
tables for the stakeholder
analysis, options specification and options assessment when the
detailed outline is submitted.
10. Grading
Capstone projects are graded blind, using a standard rubric in
which points are assigned or
deducted based on specific criteria. The grading rubric is made
available to students during the
semester, and is generally available on the Capstone Project
Website at
http://capstone.jjconline.net.
While use of the rubric is intended to promote consistency in
grading, there will be variations in
grading decisions by the faculty members grading the
submissions. These variations are
appropriate in the review of a complex policy analysis, and are
consistent with the variations in
decision-maker support that a policy analysis would achieve in
a real-world project.
The following grading rules and processes apply:
S/FAIL/IN basis, based on the
scores assigned in the

assessment of the project submissions.
member. The rules for satisfying
an IN are explained in a subsequent section of this policy.
ne projects are to be graded by MPA faculty members
who are not teaching the
section in which the student is enrolled. Generally, the faculty
members who grade
projects are teaching the other capstone sections during the
semester involved, or have
taught the capstone course at least once.
memorandum meeting
expectations can receive up to 100 points and the other two
components, meeting
expectations, can each receive up to 30 points. An overall total
of 130 points is
necessary to pass the overall project.
-round first-reader grading, the student's
project does not achieve at
least 130 points, the project will automatically be assigned to a
first-round second-
reader second faculty member will then grade the project. If the
second-reader faculty
member assigns 130 points or more, then the student passes. If
the second-reader
faculty member does not assign 130 points or more, the student
will be informed by the
faculty member teaching the students course section, who will
also share both sets of

8
grading sheets with the student. The student then has the
opportunity to make revisions
to the project and resubmit the project for a second-round
grading.
-stage grading works like the first one. A second-
round first-reader faculty
member grades the project, and it if does not pass a second-
round second-reader
faculty member grades the project.
rse,
there will have been two
project submissions and four separate unsatisfactory gradings of
the project.
grading, the faculty member
for the student's section has the discretion to initiate two
additional review options:
portfolio review and third-round grading. However, the faculty
member must determine
that the student has consistently attended class in accordance
with the attendance
expectations set out in the course syllabus for the section, and
that even though the
second-round submission failed, that the student made material
revisions intended to
be responsive to the comments on the first submission. Students
are not automatically
entitled to the additional review options.

particular, a student with a very high GPA may not bypass
participation in the course
and bypass submission of the project, intending to pass the
requirement based on the
portfolio review process. The opportunity for portfolio review
must be earned through
effort and attendance.
student's achievements in the
entire MPA Program curriculum. A designated faculty member
who administers the
portfolio review process calculates an alternate score for the
student based on the
following rules:
o Primary memorandum: The highest score achieved based on
the following: The
highest of the first-round and second-round gradings for this
section of the
project, or, up to 3.5 points of the student's MPA Program GPA,
multiplied by 20,
as of the end of the prior semester. For example, a student with
a 3.0 GPA could
have a primary memorandum score raised to 60 points.
o Executive summary and presentation: The highest scores
achieved based on the
following: The highest of the first-round and second-round
gradings for these
section of the project, or, the student's MPA Program GPA,
multiplied by 5, as of
the end of the prior semester. For example, a student with a 3.0
GPA could have
the executive summary and/or the presentation score raised to

15.
o Portfolio Review Passing Score: The minimum passing score
on portfolio review
is 120 points.
failing grades in the first and
second grading cycles, do not meet the portfolio review
eligibility criteria or fail the
portfolio review, and failed the third grading cycle.
plagiarized substantial parts of a
submission.
9
ents who are taking PAD 771 the first time, an
alternative option which the
faculty member can initiate for a failing student is the third
round of the grading cycle.
This option is also not an entitlement and requires the same
level of substantial
participation as explained above for the portfolio review. The
faculty member offer the
student two weeks to resubmit the project for a third reading.
The grading is based on
the standard two-faculty-member process, and the portfolio
review criteria also apply.

the portfolio review scores,
then the student receives an IN grade for the course. If the
student passes the course,
then the student receives a P.
N in the course, the student will be
permitted to informally
attend and complete the capstone course one more time, and
resubmit the capstone
project to a subsequent class section as explained in the
"Incomplete Grades" section
that follows. In either case, the result of the grading in the
informally-attended class
section is the basis for resolving the IN in the prior section of
PAD 771.
attempt within one year
following the year following the end on the semester when the
IN was assigned, the
student will not be permitted to take the course again and will
be dismissed from the
program due to failure to complete the capstone requirement on
a timely basis.
11. Resolving Incomplete Grades
The Graduate Bulletin states the following concerning
incomplete "IN" grades: "A grade of INC
is given in lieu of a grade only in exceptional circumstances for
students who have been doing
satisfactory work and have been unable to complete course
requirements. Students who receive
an Incomplete must fulfill their academic obligation within one
calendar year of the end of the

semester in which the grade of Incomplete is given. In
extraordinary circumstances and with the
approval of the Dean of Graduate Studies or the Assistant Vice
President for Enrollment
Management, the time limit may be extended one additional
year. Incompletes unresolved in
the above-mentioned time period become permanent entries in
students’ records as an
Incomplete (no-credit) and may not be changed thereafter."
Consistent with this rule, students in PAD 771 who have been
doing satisfactory work and who
become unable to complete course requirements may be given
an IN grade. The student must
then submit the completed project and submit the project for
grading during the regular cycle
of grading in course sections taking place within one year
following the year following the end
on the semester when the IN was assigned. The student should
contact the faculty member
who assigned the IN grade to arrange for the particular course
section in which the project
should be submitted for grading.
For example, if the students receives the IN during the Fall
semester, the IN must be resolved
during the next Spring, Summer or Fall semester or the IN grade
becomes permanent. A
student may not submit the project to more than one course
cycle of grading. For example, the
student receiving an IN in a Fall semester may not submit the
project for the first cycle of
grading in the Spring and the second cycle in another course
section during the Summer. The

10
student must pick a course section and resolve the IN within the
grading cycle of that course
section.
The result of the grading in the second cycle is the basis for
resolving the IN in the prior section
of PAD 771. For example:
and the student passes the
second cycle of gradings, the IN in the prior section of PAD 771
is resolved to a P.
student is not enrolled in a new section of PAD 771 and
the student fails the
second cycle of gradings, the prior IN is resolved to an F.
receives a grade of P or F in
the new section, the prior IN becomes a permanent IN because
the student cannot
receive credit for taking the same course twice.
771 and does not receive a P
or F, the IN in the prior course is resolved to an F due to failure
to pass the second cycle
of grading.
Students whose projects fail to pass within one year following

the year following the end on the
semester when the IN was assigned are subject to dismissal
from the program.
If the student does not submit the capstone project to a second
grading cycle within one year
following the year following the end on the semester when the
IN was assigned, the IN
becomes permanent and the student is subject to dismissal from
the program due to failure to
complete the capstone requirement on a timely basis.
12. Plagiarism
The CUNY Policy on Academic Integrity and the John Jay
College Policy on Academic Integrity
apply to the project submissions in this course. The John Jay
policy describes plagiarism as
follows:
Plagiarism is the act of presenting another person's ideas,
research or writings as your own.
The following are some examples of plagiarism, but by no
means is it an exhaustive list:
e use of
quotation marks and
footnotes
attributing the words to their source.
words without
acknowledging the
source.

acknowledging the source.
laboratory assignments.
http://jjcweb.jjay.cuny.edu/mpa/policy/CUNYPolicyonAcademi
cIntegrity.pdf
http://jjcweb.jjay.cuny.edu/mpa/policy/JohnJayCollegePolicyof
AcademicIntegrity.pdf
11
papers or parts of term
papers,
paraphrasing or copying information from the Internet without
citing the source, and
"cutting and pasting" from various sources without proper
attribution.
The primary memorandum must be submitted by the student to
the college's Turnitin.com
service or another service selected by the instructor at the same
time that the memorandum is
submitted for grading. For PAD 771, the Turnitin settings will
permit a student to independently
submit the memorandum more than once to assure that
inadvertent plagiarism is not
inaccurately detected.
In the Capstone Seminar, it is permitted to use your own work

from previous courses. For
example, you may use a literature review that you previously
developed for a term paper in
another course. However, if the work is from a course you are
currently enrolled in, be sure you
have permission from the professor in the other course.
Cases of suspected plagiarism in capstone projects submitted
for grading, the faculty member
will follow the reporting procedure in the John Jay College
Policy on Academic Integrity.
http://jjcweb.jjay.cuny.edu/mpa/policy/JohnJayCollegePolicyof
AcademicIntegrity.pdf
Problem Checklist about the Primary Memorandum - add a "1"
next to the problem
Exceeds Page Limit
Writing Style: Not professional
Writing Style: Reveals point of view or bias of the author
Writing Style: Not a memorandum to the client
Submission: File names not in correct format
Submission: Student ID not in correct format
Topic: Too large for the assignment
Topic: Does not involve a policy

Topic: Not targeted to a specific agency or organization
Introduction: Introduction does not justify the analysis
Introduction: Does not introduce client or policy analyst
Policy: No policy is identified for revision or for initial
development
Organization: Lack of alignment of content of the sections
Client: Is not responsible for decisions about the policy
Question: not clearly specified
Question: does not pose a policy problem
Action Forcing Event not clear in the introduction
Problem Assessment: Policy problem not precisely identified
Problem Assessment: Policy problem not supported with
evidence or data
Problem Assessment: Timeline too general, does not set up the
policy problem
Literature Review: Generally superficial
Literature Review: Does not cite up-to-date scholarly or
professional literature
Literature Review: Does not cite current best practice literature
Literature Review: Does not cite local studies, reports and

news articles
Literature Review: Written as an annotated bibliography
Literature Review: too general, not focused on the policy issue
raised
Stakeholder Assessment: Not provided in the memorandum
Stakeholder Assessment: Missing important stakeholders
Stakeholder Assessment: Client cannot be the stakeholder
Stakeholder Assessment: Superficial or not clear
Stakeholder Assessment: Missing important analytical
dimensions
Stakeholder Assessment: Weak or superficial analysis
Options Specification: Superficial, not clear what the options
entail
Options Specification: Options are redundant or overlapping
Options Specification: These are not changes to a policy
Options Assessment: Limited evaluative criteria
Options Assessment: Analysis is superficial
Options Assessment: Recommendation is not supported
Options Assessment: Does not present and assess counter-
arguments

Recommendation and Implementation: Conclusion: Not an
effective closing summary
Recommendation and Implementation: Recommendation not
supported by the Options Assessment
Recommendation and Implementation: Introduced new
information in recommendation.
Bibliography: No peer-reviewed journal articles or professional
reports.
Bibliography: No best-practice reports or documents
Bibliography: Improper citation form
Problem Checklist about the Executive Summary
Lacks key elements also lacking in the Primary
Document not a summary of the primary memorandum
Exceeds page limit
Headings are not informative
Does not explain the analysis
Unbalanced space allocation for essential elements of the
memorandum.

Problem Checklist about the Presentation Slides
Lacks key elements also lacking in the Primary
Style and graphics quality problems
Exceeds page limit
Pictures/Graphics are inappropriate
Pictures/Graphics are distorted or distort the format of the
slides.
Detail may be excessive for a presentation
Writing consists of long sentences and paragraphs not bullets
and main points
Includes content inappropriate for a slide presentation
MEMORANDUM
To: Assembly Member Angelo Santabarbara
From:xxxxxs, Policy Analyst for Assembly Member Angelo
Santabarbara
Date:
Subject: How to improve
New York State Paid Family Leave
Introduction

A recent study conducted by Steinhardt’s Natalie Brito, shows
how paid maternal leave is positively associated with infant
brain function at three months of age. The study looked at
infant electroencephalography (EEG) from a diverse sample of
families and found that paid family leave contributes to the
physical and mental well-being of both mothers and infants and
found that paid leave may support early child cognitive and
socioemotional development. (Brito, 2022)
The United States is the only country that does not have a
federal policy mandating paid leave for working caregivers.
There are currently eleven states that have some sort of paid
family leave for their workers, New York State being one of
them.
The purpose of this policy analysis is to examine how New
York State Paid Family Leave can be improved to better support
mothers and their babies. Despite attempts to better New York
State paid leave in recent years, many New Yorkers are still
excluded from the current policy. After a thorough review of the
current policy, alternative recommendations have been made to
create a more beneficial policy for all workers in New York
State.
Before paid family went into effect, President Bill Clinton
signed the Family and Medical Leave Act into federal law in
1993. This bill allowed workers up to 12 weeks of job-
protected, unpaid time off to care for and bond with a newborn.
On April 4, 2016, Governor Andrew Cuomo signed into law
paid family leave benefits in New York State. The new policy
rolled out in phases beginning 2018 and increased in benefits
over the following four years. The policy began with eight
weeks of leave with up to fifty percent of wage benefits. The
policy reached its target level in 2021 with a maximum of 12
weeks of leave and sixty-seven percent wage benefits. (NYS

Benefits).
Workers not eligible for paid family leave under this policy
include “licensed ministers, priests, or rabbis; persons engaged
in teaching capacity for a not-for-profit; and those who work in
service as a golf caddy. Although some categories of workers
are not automatically covered by Paid Family Leave, such as
those listed here, employers can choose to voluntarily cover
them.” The minimum time worked requirements to qualify for
paid family leave depend on whether workers are full-time or
part-time employees. Full-time employees who work a regular
schedule for 20 or more hours a week are eligible after 26
consecutive weeks of employment. Part-time employees who
work 20 hours or less a week are eligible after working 175
days (ny.gov/eligibility). Under NYS Paid Family Leave there
are many workers who are excluded from current policies.
Workers who are just starting their jobs and those who do not
work the qualifying hours weekly.
Workers who are not eligible for paid family leave must choose
to take unpaid time off or return to work prematurely after
having a child. Studies show evidence of the mental and
physical health benefits of having paid parental leave. Even
with these studies, the United States remains one of six
countries that do not offer paid parental leave for all (American
Psychology Association, 2022).
Stakeholder Analysis
Stakeholder
NYS Governor Kathy Hochul
Assembly Member Cathy Nolan
Senator Joe Manchin
Title/Function

NYS Governor
Assembly Member
Senator
Source of Influence
High
High
High
Explanation of the Problem
Paid leave is needed for all New Yorkers
Current PFL can be improved
All Working Families need PFL after childbirth
Perception of Crisis
Many New Yorkers are excluded from current policy
Current PFL policies should be studied and should make
recommendations on how to increase access and remove
unintended barriers
Voted against PFL in Bidens Build Back Better Act because he
doesn’t feel its long lasting
Proximity to Problem
High
High
High
Ability to Fix Problem
High
High
High

Ends Desired
Have a universal maternity leave policy to include all workers
Have a more inclusive policy
Long-lasting/ cost effective policy
Definition/Measure of Success
Paid Maternity/paternity Leave for all workers
Amount of people eligible for PFL
More people covered under the policy with low cost
Essential to
Solution
?
Yes
Yes
Yes
Options Specification
Options

Description of Policy Change
The policy should include all workers regardless of time worked
and type of employment
Job protection should be expanded to a year
Paid leave needs to be a livable wage
Source of Option Idea
Bidens Build Back Better proposed plan
Maternity leave in the UK
Maternity leave in the UK
Implementation Responsibility
Implemented by Employers
Implemented by Employers
Implemented by the state
Mechanism of Effect
Increased inclusivity

Reduces women entering workforce prematurely
Reduces stress related to income for workers while on leave
Cost
None
None
Cost will continue to come out of workers’ paychecks like NYS
PFL
Legal Requirements
Position of 1st Stakeholder
Supports

Supports
Supports
Position of 2nd Stakeholder
Supports
Supports
Supports
Position of 3rd Stakeholder
Supports
Supports
Supports
…
Degree of Consensus
High
Moderate

HIgh
FUNDAMENTALS COURSE PROJECT Fall 2022 (group)
Course Project Instructions
On week 2 or 3, you will be assigned a group and a case study.
You will submit one paper as a group. Make sure all names are
included on the paper. Your project will be submitted as a
formal (APA) paper. You will submit this paper in three parts.
Submit the whole paper (what is due) on the due dates.
Everything must be typed and submitted in APA format. For
example: on week 5, submit what is required (part 1); on week
7, submit what you already submitted on week 5
plus the completed sections that you added to the paper
(part 1 and 2); and on week 10, you will submit the complete
paper (parts 1, 2, and 3).
If you do not submit the project as a paper, you will be
penalized 50% for each part. Use the medication template and
the nursing care plan templates on the course shell (upload into
your paper). Note, I only grade what is due each week, I will
not recheck an earlier submitted section for more points. I will
attach the rubric and the project template for you to use

*Make sure you follow APA in your paper. ALL APA papers
must include an introduction and a conclusion. You must use
headings per APA. Cite ALL your sources. Start the reference
page, adding to it for each successive part. Make sure it is
alphabetized. Put the reference page at the end. Follow the
grading rubric for more details. If your paper is not in correct
APA format you will lose points.
Part 1 (Due Week 5): 10 Points

1.
Medications
Choose 5
primary medications that your patient is taking and
complete the information below. Upload this table directly into
your paper. The information included below should
directly relate to
your assigned case study client. Choose one medication
(choose the most high risk) and complete a medication template.
Drug Name Trade & generic name, dose, route & frequency
Pharmacological & therapeutic drug class &
Expected action in the body
What medical diagnosis is your patient taking this drug for?
How will it help them?
Side Effects & Adverse Reactions/ Complications/Top drug
interactions
Nursing Administration Special Instructions & Assessments
Client Education Evaluation of Medication Effectiveness (e.g.
Pain Scale)
1.

LABS AND DIAGNOSTIC TESTS
Choose five labs or diagnostic tests that might be ordered for
your case study client. Note normal results (Rasmussen lab
values), expected abnormal values, and what that would signify
for your client.
Part 1 (Due Week 5): 10 Points
Topic
Points
Medication summary is
complete & detailed (5 meds).
5
Laboratory and/or diagnostic tests summary is
complete &

detailed (5 tests)
5
*Must include title page/reference page/citations or points will
be deducted
I reserve the right to deduct any/all points if I hear a group
member is not communicating/collaborating with the group. No
individual papers will be accepted.
Part 2 DUE WEEK 7: 25 points
Health Assessment, Health History, and Nursing Diagnoses
In this second submission of your Course Project, you will be
completing a health history, physical assessment and client
interview and determining their nursing diagnoses. This written
assignment should include the following:
1. Describe the medical diagnoses of your assigned client (you
need to research it). Include the admitting diagnosis as number

one and then four other medical diagnoses (for a total of 5). The
admitting diagnosis is reason for being in the facility. If post-
surgical, include surgery and reason for surgery. The secondary
diagnoses include a history of pre-existing medical diagnoses).
You need to include 4 secondary diagnoses. For each diagnosis,
provide at least a 5-sentence explanation of the pathophysiology
of the condition/problem. MAKE SURE YOU CITE YOUR
SOURCES.
2. Write a detailed physical assessment and interview on your
case study client. You will have to know what to expect in your
client by using the information from #1 above and your case
study. You will have to be creative.
3. 5 Nursing diagnoses (only the NDx, you will complete the
careplan for week 10). Make sure they are in the correct
format. If you give me only the label you will not get any
points for nursing diagnoses.
Rubric for Part 2 (Due Week 7): 25 Points
Topic
Points
Medical history- describe the Pathophysiology of the admitting
diagnosis & 4 secondary medical diagnoses (at least 5 sentences
per diagnosis)

10
Head to Toe Assessment and client interview
10
Identify 5 priority NANDA nursing diagnoses written in correct
format
5
*Must include title page/reference page/citations or points will
be deducted
Part 3 (Due Week 10): 35 points
Complete Plan of Care on your client (10 points)
In this third and final submission of your Course Project, you
will be completing the comprehensive care plan. Include safety
needs, special considerations regarding personal needs,
cultural/spiritual implications, and needed health restoration,
maintenance, and promotion.
This written assignment should include the following:

· Your Nursing diagnoses from Part 2 (use the table below)
· One short term goal and one long term goal per NDx
· Four Nursing interventions per NDx . .
· Prioritization per Maslow with an explanation and an expected
evaluation. Make sure to include a teaching plan in your care
plan. Upload the table below into your paper. Reflect on the
following in your paper: Which of your nursing diagnoses are
priority using Maslow’s Hierarchy of Needs? If you were to
implement this plan of care, would you expect any of your
short-term expected outcomes met during your shift? Explain.
How might you revise your care plan next time to achieve at
least one outcome during your shift?
Nursing
Diagnoses
Use your
Assessment data to ID clinical problems
Expected Outcomes (S.M.A.R.T.)
Specific, measurable, attainable, realistic, & time-oriented (ID
a future time or date for reassessment/evaluation)
Nursing Interventions

What can
you, the nurse, do to reach the goal and
improve the problem?
#1
R.T.
A.E.B.
The patient will…
Short-term goal:
Long-term goal:
The nurse will…
1.
2.
3.

4.
#2
R.T.
A.E.B.
Short-term goal:
Long-term goal:
1.
2.
3.
4.
#3

R.T.
A.E.B.
Short-term goal:
Long-term goal:
1.
2.
3.
4.
#4
R.T.
A.E.B.

Short-term goal:
Long-term goal:
1.
2.
3.
4.
#5
R.T.
A.E.B.
Short term goal

Long term goal
1.
2.
3.
4.
Part 3 – (Due Week 10): 35 pts
Topic
Points
Complete Nursing Care plan following instructions above and
prioritization using Maslow and how you would evaluate the
plan of care
10
Presentation to clinical group (done individually – see below)
15
APA and Mechanics (for all 3 parts)
10
If you submit your part 2 and part 3 without the previous

sections, you will be penalized 50%
CLINICAL PRESENTATION (Will be done your last day of
clinical - Online):15 points
Clinical presentations can be based on a topic of your choosing.
All topics MUST be cleared with your clinical instructor.
Presentations take place on the last day of clinical. You do not
need to submit your clinical presentation to the main course
shell (only submit to your clinical course shell).
Choose a topic you can cover well in about 10-15 minutes.
Prepare! You must be well versed in your topic as you will get
questions from your peers. The presentation should include at
least 3 learning objectives included in an organized, thoughtful
teaching presentation outline to hand out to your audience (can
either be in outline format or a PPT outline). You will need a
visual (such as PPT, Kahoot!, quizzes, handouts, etc.- cannot
solely include a pre-made visual such as a YouTube video).
Develop an approximate timeline to organize yourself and to

assure you cover your content and answer any questions within
the time allowed. Be prepared for your presentation. Presenters
will be randomly chosen; Please be ready when called to avoid
losing points.
Clinical Presentation Grading Rubric: Topic Must be Cleared by
Clinical Instructor. Points will be added to the gradebook for
your didactic.
Presentation Outline
(Includes 3 learning objectives, proper grammar & spelling,
clear outline/easy to follow, visual and Reference list in APA)
5 points
Implications for Nursing (content must be related to nursing
practice, include topics such as patient safety, nursing
priorities, nursing interventions, etc.)
10 points

1
Name of the student
Name of the Institution
Date of Submission

Introduction
A patient's contacts with health care experts are many
throughout time. Most of the time, patients feel better after such
interactions because of the positive impact they have on their
health. There are exceptions to the rule, however, due to a lack
of support for medical personnel that allows them to provide the
best possible treatment. The committee came up with this
scenario to highlight some of the major issues that patients face
while seeing a doctor, and to demonstrate the importance of the
five key skills listed above in enhancing health care delivery.
Rather than being a generalization, this story is designed to
illustrate how a variety of factors might contribute to a bad
meeting.
Question One
Drug Name Trade & generic name, dose, route & frequency
Pharmacological & therapeutic drug class & Expected action in

the body
What medical diagnosis is your patient taking this drug for?
How will it help them?
Side Effects & Adverse Reactions/ Complications/Top drug
interactions
Nursing Administration Special Instructions and Assessments
Client Education Evaluation of Medication Effectiveness (e.g.
Pain Scale)
- dosage:
5mg
- route:
rectally
-frequency:
3 days daily
- generic:
Bisacodyl
-Trade:
Dulcolax
(Gunnström et al., 2022).
- therapeutic:
Fluid is altered
that results in colon.
fluid buildup

- T3 burst
breakage:
-the patient has
agonized injury in the spinal
cord, this
will assist in colon
clearing.
- also the patient has a problem in his
bladder and bowel . This medication
aids in making the bowel soft when he is constipating.
-anxiety, memory loss, blurred vision, insomnia, depression,
fatigue, dizziness,
- interactions:
no
applicable drug
interactions
(Vallerand, 2021).

- check Blood pressure
often.
- evaluate
intake and
output ratios in the body.
- do not take the dose twice or skip the dose as prescribed.
- if a dose is
skipped it
ought to be taken immediately and given a duration of 6 hours
before the next dosage
Trade:
Gablofen,
- route:
Orally.
- dose:
5mg
-frequency:

Daily4 times
- generic:
baclofen
- therapeutic:
Muscle
skeletal
relaxant
- contains
impulses at the
spine.
Therapeutic
effects:
bladder and bowel purpose may
also be enhanced

The patient has a problem in his bowel and
Bladder hence the medication may
help mend his
bowel and bladder
function
(Vallerand , 2020).
Side effects
nasal congestion, insomnia, headache, hypotension,
pruritus, and fatigue,
- interactions:
Hypnotics,
Analgesics, and alcohol
(Vallerand, 2020).
- Assess
- Monitor
patient closely

during test
dose.
-preventive
apparatus
ought to be
present for
unendurable
effects in the body
- Advice the patient to take medication as prescribed.
- instruct the patient to avoid continuous usage of alcohol while
undergoing medication.
(Vallerand, 2020).
Trade:
Sertraline
Dose: 100mg
Frequency: Daily
Generic: Zoloft
- therapeutic:
pharmacologic:
discerning
serotonin
reuptake
inhibitors

-Contains
serotonin in the
CNS hence
Helping Serotonin activities.
Therapeutic
effects:
decreased
incidence of
Panic attacks and Antidepressant
Action
(Vallerand, 2020).
-Patient lives alone and does not have close family members.
-He has
persistent
painful damage which has made him
became paralyzed
from the abdomen
downwards. Sertraline
can assist him in lessening
his depression
and anxiety
(Vallerand, 2020).

Side effects:
nervousness,
Suicidal
thoughts, diabetes and agitation
Interactions:
Simultaneous use
of alcohol is
prohibited
- Monitor
appetite and
nutritional
intake.
- evaluate for
serotonin
syndrome,
particularly in
patients
taking other
serotonergic
drugs

- Evaluate for
suicidal
trends,
specifically
during therapy
- Instruct client
to take
medication
regularly
without
missing a dose.
- Advise
patient to
consult the doctor if side effects persist.
- emphasize on alcohol avoidance during therapy sections
(Vallerand ,
2020).
Route: orally
Frequency: after every six hours
Dosage:
5/325
-generic: hydrocodone

-Trade:
Anexsia Norco
-
- therapeutic:
allergy, cold,
and cough
remedies,
opioid
analgesic.
-
Therapeutic
effects:
-Decrease in
rigorousness of
pain and dominance of
the cough
reflex
- Patient has a
stage 3 pressure
ulcer to his

coccyx. The hydrocodone will
assist in relieving pain in the body.
-Hydrocodone is
also an
anticholinergic
and could aid
with his urine
incontinence
(Vallerand, 2020).
side effects
-sedation, euphoria, hallucinations, diplopia, dyspepsia,
- interactions:
Use with
benzodiazepines
as alcohol may
cause profound
sedation leading to death
(Vallerand,
2020).
- assess blood pressure before and periodically
in the course of intake.

- check the functioning of the bowel frequently (Vallerand,
2020).
- instruct
patient on how
and when to
ask for and take pain medication.
- recommend to the patient that hydrocodone is a drug to make
him heal.
- instruct patient to inform the doctor if pain persists.
(Vallerand, 2020).
Frequency: after every three days
Route: Taken Orally
-Trade
ProAmatine
-Generic:
Midodrine
Dosage: 10mg
- therapeutic:
vasopressor
-
pharmacologic:
alpha-1

agonists
-Stimulation of
alpha1-
adrenergic
receptors in veins and
arteries
Therapeutic
effects:
-blood
pressure and
vascular tone
increase
(Vallerand
2020).
Paraplegia:
-This
prescription is
used in the
indicative monitoring of
hypotension in impaired patients.
-Urinary
sickness
this

medicine can
assist in preventing
urinary
incontinence
(Vallerand, 2020).
Side effects
- hypertension, dizziness, urinary urge, nervousness, and
confusion
-Drug interaction:
Simultaneous use of alcohol
(Vallerand,
2020).
- check the patients’ blood pressure oftenly.
- analyse if the drug
therapy is
successful in the incidence of reducing
hypotension
- monitor and
report signs of
CNS toxicity
- if the medication is used to
Protect the
Incontinence in the urine,
evaluate the

inconsistency to
assist in
determining if
drug therapy
is effective
- evaluate for
paresthesia
- Ask the patient to report cases of side effects in the body
Question Two
Labs and Diagnostic Tests
Baclofen may increase glucose levels and sertraline can cause
hyperglycemia and diabetes mellitus. A CMP lab test might be
considered in order to monitor glucose levels. Normal range
would be 65-110 mg/dL if an abnormal finding is seen it could
indicate pre-diabetes or diabetes for our client (Rasmussen
University, 2021). A CBC could also be considered in this case
in order to check his WBC due to his pressure ulcer. White
blood cell normally ranges the count between 5,000 to 10,000
mm³ while an eminent white blood cell count ranges more than
11,000 which would indicate inflammation or invasive infection
(Rasmussen University, 2021). Diagnostic test could be used to

determine the level of depression experienced by the patient.
Most depressed people will score between 50 and 69, if he
scores between this ranges he is at greater risk for depression
(Gunnström et al., 2022). A CRP test could be ordered in order
to determine the amount of CRP in the blood. If our patients
CRP is persistently high following his surgery, it could indicate
the presence of a postoperative infection.
Conclusion
A set of core competencies can help advance adherence to rules
of a newly designed health care system as shown by the report
which aims to provide patient-centered treatment, work in
multidisciplinary teams, use evidence-based procedure,
implement improvement activities, and utilize informatics.
Finally, as the committee stresses, narrowing the quality gap
can be realized at least in part by transforming health
professions education.
References
Gunnström, M., Zdolsek, J. H., & Hahn, R. G. (2022). Plasma
volume expansion and fluid kinetics of 20% albumin during
general anesthesia and surgery lasting for more than 5 hours.
Anesthesia & Analgesia, 134(6), 1270-1279.

Rasmussen University. (2021). Laboratory Values Resources.
Vallerand, A. H. (2020). Davis's Drug Guide for Nurses (17th
Edition). F. A. Davis Company.

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