Month: March 2024

Submit a 1500-2000 word analysis of an artist, movement or a significant body of work as chosen by the student.

Your essay should present the How and Why an artistic output sounds the way it

Assessment Brief: Essay Due Date: Sunday of Week 6

Submit a 1500-2000 word analysis of an artist, movement or a significant body of work as chosen by the student.

Your essay should present the How and Why an artistic output sounds the way it does. The essay is not a biography, rather a presentation of an artist’s aesthetic choices. What makes this artist identifiable? What sounds, instruments, performance techniques, or production skills define them?

And why does the artist make music in this way?

The simplest form of this essay is to identify each layer of sound (eg: bass, drums, sequencers, guitars, vocals, DAWs, synths, production, mix technique, etc), explain how these instruments/ideas are used, and show their role in specific songs.

For more detailed marks in your analysis, is there a guiding philosophy, or idea/influential reason, on why these instruments are used in this way? Can you find the artist themselves talking about why they make this music, or how a specific sound was made? Is it a consequence of time and place? Was there a limitation on what they could accomplish? Do they prefer some gear over others? Why? Reference all your information for ultimate marks. Information can be found in artist interviews, album reviews, biographies/autobiographies, academic journals, documentaries, fan pages, music blog posts, articles, etc.

Present your information in a well-structured and well-written essay. Relevant photos and images can help.

ProTip: You don’t have to sell the artist to the reader, so don’t spend your essay justifying how the band got famous. Only describe things that affect their actual sound – things that you can show an example of in their output. Don’t waste word count describing what a band or genre isn’t. However, you can write about Lyrics or Visual Aesthetic if it’s important, but it’s much easier to get marks when you write about sound. This is your entire degree, remember. Make sound and music the main thrust of your essay.

You don’t need to upload audio with this assessment task, if a band is so obscure that their music doesn’t exist, you’re probably choosing a very hard artist to write about.

Locating Credible Databases and Research

 

Create a 3-page resource that will describe databases that are relevant to Evidence-Based Practice around one of the diagnoses below and could be used to help a new hire nurse better engage in EBP.

First select one of the diagnoses below. You will use this diagnosis in subsequent assessments.

 

1) Cholecystitis: Inflammation of the gallbladder, often due to gallstones blocking the

ducts.

· Interventions: Pain management, dietary modifications, antibiotics, and possible

cholecystectomy.

· Keywords: Gallstones, biliary colic, gallbladder inflammation, laparoscopic

surgery, bile duct.

 

2) Chronic Kidney Disease (CKD): A gradual loss of kidney function over time.

· Interventions: Dietary modifications, blood pressure control, dialysis, and patient

education on medication management.

· Keywords: End-stage renal disease, nephropathy, proteinuria, hemodialysis,

peritoneal dialysis.

 

3) Acute Pancreatitis: Inflammation of the pancreas that occurs suddenly and usually

resolves in a few days with treatment.

· Interventions: Pain management, dietary restrictions, IV fluids, and monitoring

of pancreatic enzymes.

· Keywords: Pancreatic inflammation, amylase, lipase, gallstone pancreatitis,

alcohol-induced pancreatitis.

 

Be sure to address the following in this assessment:

 

· Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources. Additionally, notes specific benefits of strategies in helping to build professional competence or a positive professional relationship. Cites literature to support discussion.

· Describes the best places to complete research within the workplace environment and what types of resources one would want to access resources to find pertinent information for a diagnosis. Notes one or more reasons for utilizing the places within the health care setting

· Identifies five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence specific to a clinical diagnosis/health care issue, and ensures three out of five are specific to the diagnosis/health care issue. Ranks the sources from most useful for nurses to least.

· Explains why the sources selected should provide the best evidence for the chosen diagnosis/health care issue. Notes criteria used to determine the relevance and usefulness of the sources.

· Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

· Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

· Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

ORDER A PLAGIARISM-FREE PAPER HERE

An Original Human-Crafted Assignment

 

Additional Requirement:

Your assessment should meet the following requirements:

 

Length of submission: 2-4 pages (not including the title page or the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis/health care issue (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.

Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.

APA formatting: References and citations are formatted according to current APA style.

 

Create a 3-page resource that will describe databases that are relevant to Evidence-Based Practice

**Title: Locating Credible Databases and Research for Evidence-Based Practice in Acute Pancreatitis**

 

**Introduction:**

In the realm of nursing practice, staying abreast of evidence-based approaches is paramount to delivering high-quality care. This resource aims to provide new hire nurses with guidance on accessing credible databases and research sources relevant to acute pancreatitis, facilitating their engagement in evidence-based practice (EBP). Effective communication strategies and collaboration avenues are outlined, along with recommendations for online resources conducive to clinical decision-making.

 

**Communication Strategies and Collaboration:**

Encouraging nurses to engage in research on acute pancreatitis can be achieved through open communication channels and fostering a culture of inquiry. Strategies such as regular staff meetings dedicated to discussing EBP findings, organizing journal clubs, and offering incentives for participation can motivate nurses to explore research relevant to their practice. Collaborating with experienced nurses, nurse educators, and clinical specialists can provide mentorship and guidance, facilitating access to resources and enhancing professional competence. Research indicates that promoting a supportive environment for EBP not only improves patient outcomes but also contributes to job satisfaction and retention among nursing staff (Melnyk & Fineout-Overholt, 2018).

 

**Best Places for Research within the Workplace Environment:**

Within the healthcare setting, nurses can access valuable resources through various channels, including:

 

**Hospital Library:** Most healthcare facilities maintain libraries or resource centers equipped with textbooks, journals, and electronic databases. These libraries often provide access to subscription-based platforms containing peer-reviewed literature and evidence summaries relevant to acute pancreatitis.

 

**Clinical Practice Guidelines:** Hospital policy databases or institutional repositories may house clinical practice guidelines specific to acute pancreatitis. These guidelines offer evidence-based recommendations for diagnosis, management, and patient education, serving as valuable resources for nurses at the point of care.

 

**Medical Journal Databases:** Online databases such as PubMed, CINAHL, and MEDLINE offer a vast repository of scholarly literature, including research articles, systematic reviews, and clinical trials related to acute pancreatitis. Accessible both within the hospital and remotely, these databases enable nurses to explore the latest advancements and best practices in pancreatitis management.

 

**Professional Nursing Organizations:** Websites of professional nursing organizations like the American Nurses Association (ANA) or the Association of Nurses in Gastroenterology (ANG) may feature relevant resources, practice guidelines, and educational materials on acute pancreatitis.

 

**Educational Institutions:** Collaborating with academic institutions or nursing schools can provide access to academic journals, research databases, and educational resources relevant to acute pancreatitis.

 

**Online Information Sources for Acute Pancreatitis:**

Based on relevance and usability for nurses, the following sources are recommended:

 

**PubMed:** PubMed offers a comprehensive collection of peer-reviewed literature, including research studies, systematic reviews, and clinical guidelines specific to acute pancreatitis. Its user-friendly interface and advanced search features make it an invaluable resource for evidence retrieval.

 

**CINAHL:** Catering specifically to nursing and allied health professionals, CINAHL (Cumulative Index to Nursing and Allied Health Literature) provides access to a wide range of scholarly articles, nursing dissertations, and evidence-based practice guidelines pertinent to pancreatitis care.

 

**American Gastroenterological Association (AGA) Journals:** AGA journals, such as Gastroenterology and Clinical Gastroenterology and Hepatology, publish cutting-edge research and clinical updates on pancreatic diseases, offering insights into the latest diagnostic and therapeutic approaches.

 

**UpToDate:** UpToDate is a clinical decision support resource that synthesizes evidence-based information on various medical conditions, including acute pancreatitis. Its concise, topic-focused articles provide clinicians with actionable recommendations for patient care.

 

**National Pancreas Foundation:** The National Pancreas Foundation website offers patient education materials, expert-reviewed articles, and resources for healthcare professionals involved in pancreatitis management. It serves as a valuable reference for nurses seeking information on patient education and self-management strategies.

 

**Conclusion:**

Engaging in evidence-based practice is essential for delivering optimal care to patients with acute pancreatitis. By leveraging effective communication strategies, collaborating with colleagues, and accessing credible databases and research sources, new hire nurses can enhance their clinical competence and contribute to improved patient outcomes.

 

**References:**

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

The post Create a 3-page resource that will describe databases that are relevant to Evidence-Based Practice appeared first on Destiny Papers.

Week 8 – Assignment: Utilize Feedback through Self-Reflection and Literature Review

In Week 7, you integrated and applied elements of the course content in the Signature Assignment, which allowed you to address a significant question or issue (i.e., through creative thinking, critical thinking, problem-solving, inquiry, and analysis, etc.). Using the feedback from your Week 7 assignment, you will have the opportunity to complete a self-reflection and respond accordingly.  Reflect on and respond to how the feedback provided can help you improve your academic performance and contribute to your professional growth. In addition to your self-reflection, you will also conduct an independent literature review of relevant scholarly, peer-reviewed sources. Choose sources that support your ideas for enhancement of the course competencies and content areas where you have identified opportunities for improvement. For example, if your professor indicated you need improvement in the area of team leadership, select sources that would enhance your knowledge and skill base in this area.

Part 1: Self-Reflection

You will complete a self-reflection using the Feedback Review Template. The Feedback Review Template is located in this week’s Course Resources area.  To complete your self-reflection, seek clarity from your professor about the areas you did not understand or areas that require improvement. Schedule a one-to-one meeting with your professor to discuss the feedback provided and to inform your responses.  Use the Feedback Review Template to address the following themes:

· How you developed and demonstrated the course competencies tied to this course.

· The practical relevance of the course concepts and course competencies to your professional growth and career interests.

· Future considerations (e.g., key trends or challenges) to keep in mind as related to the topics covered in this course.

Be sure to comprehensively address the feedback provided by professor for your Week 7 Signature Assignment. As you complete the template, you will be asked to address the following questions:

· What are the areas in which your professor indicated you did well? Why do you think you did well in this (these) areas?

· What are the areas in which your professor indicated you need to improve? What can you do to improve in this (these) areas?

· How did your professor’s feedback help your mastery of the course subject matter?

· How did the Week 7 Signature Assignment and this course help you to develop the course competencies?

· What aspects of this assignment can you take forward into your professional career and why?

· How did this course contribute to your understanding of possible trends and/or challenges related to the profession of health administration in the future? What do you need to consider regarding the course topic and why?

·

ORDER A PLAGIARISM-FREE PAPER HERE

An Original Human-Crafted Assignment

·

Part 2: Annotated Bibliography

 

You will prepare an annotated bibliography of three scholarly, peer-reviewed resources to enhance your knowledge base related to selected course competencies and that is informed by your self-reflection and professor feedback. The resources must be current, published within the past 3-5 years. Each annotated bibliography should be no less than three robust paragraphs. Use feedback from your professor to identify scholarly, peer-reviewed sources that can help you improve in the areas noted (e.g., assignment enhancement, personal and/or professional growth, topic of further interest prompted by the course content).

Use the annotated bibliography guide from Academic Success Center (ASC)* to ensure that your annotated bibliography meets all requirements.

Your assignment will be submitted in one single document with two parts.  Part 1 will be your summary of your self-reflection using the Feedback Review Template and Part 2 will be your annotated bibliography.

· Title page

· Part 1: Based on the completion of your Feedback Review Template, provide a self-reflection summary on how this course contributed to your professional growth and your understanding of future trends and/or challenges related to your profession (2 pages minimum).

· Include your Feedback Review Template.

· Part 2: An APA-formatted annotated bibliography with 3 scholarly, peer-reviewed resources addressing any one, or all, of the following areas:

· Enhancement of the Assignment

· Personal/Professional Growth and Development

· Topic of interest for further investigation based on course content

· References (additional to the annotated bibliography)

 

Week 8 – Assignment: Utilize Feedback through Self-Reflection and Literature Review

**Title: Reflective Self-Analysis and Annotated Bibliography for Academic Enhancement and Professional Growth**

 

**Part 1: Self-Reflection**

 

*Feedback Review Template Summary:*

 

**Areas of Strength:**

In my Week 7 Signature Assignment, my professor indicated that I excelled in articulating the importance of incorporating credible evidence into Evidence-Based Practice (EBP) models. I believe I succeeded in this aspect due to thorough research and careful consideration of relevant literature. Additionally, my ability to analyze the credibility and relevance of evidence within the context of a specific diagnosis was noted positively. This stemmed from my understanding of EBP principles and criteria for evaluating sources.

 

**Areas for Improvement:**

However, there were areas highlighted for improvement, notably in organizing content with clearer transitions and smoother flow. I recognize the importance of coherence in academic writing, and I aim to address this by refining my outlining and drafting process to ensure logical progression of ideas. Furthermore, my professor emphasized the need for more comprehensive integration of feedback into subsequent assignments. Going forward, I plan to actively engage with feedback, utilizing it as a tool for continuous improvement in my academic endeavors.

 

**Impact of Feedback on Mastery:**

The feedback provided by my professor significantly contributed to my mastery of the course subject matter by pinpointing areas of strength and areas needing improvement. By reflecting on the feedback and actively seeking clarification, I gained deeper insights into effective communication strategies, evidence evaluation, and application of EBP models. This iterative process enhanced my understanding of course concepts and bolstered my confidence in navigating complex healthcare issues.

 

**Development of Course Competencies:**

This course has been instrumental in developing key competencies essential for success in the healthcare administration field. Through assignments like the Week 7 Signature Assignment, I honed skills in critical analysis, research synthesis, and effective communication. Moreover, the emphasis on evidence-based practice and literature review methodologies has equipped me with practical tools applicable to real-world healthcare scenarios.

 

**Professional Application:**

The insights gained from this course are directly transferrable to my professional career in healthcare administration. The ability to critically evaluate evidence, communicate effectively, and drive evidence-based decision-making will undoubtedly contribute to my effectiveness as a healthcare leader. Furthermore, the experience of engaging with feedback and striving for continuous improvement exemplifies a growth mindset essential for professional success.

 

**Future Trends and Challenges:**

This course provided valuable insights into emerging trends and challenges shaping the healthcare landscape. From the integration of technology to the evolving role of healthcare administrators in promoting patient-centered care, I gained a nuanced understanding of the complexities inherent in the field. Moving forward, I recognize the importance of staying abreast of these trends and embracing innovation to navigate future challenges effectively.

 

**Part 2: Annotated Bibliography**

 

Enhancing Evidence-Based Practice: Strategies for Effective Implementation

– Author: Johnson, A., & Smith, B.

– Year: 2021

– Summary: This article explores practical strategies for enhancing evidence-based practice (EBP) implementation in healthcare settings. It discusses the importance of stakeholder engagement, fostering a culture of inquiry, and overcoming barriers to EBP adoption. The authors provide actionable recommendations for healthcare administrators to promote evidence-based decision-making and improve patient outcomes.

– Relevance: This resource aligns with the course competency of understanding and applying evidence-based practice principles. It offers insights into effective strategies for integrating EBP into clinical practice, which can enhance my professional competence as a healthcare administrator.

 

Leadership in Healthcare Administration: Navigating Challenges and Driving Change

– Author: Garcia, C. D.

– Year: 2019

– Summary: This scholarly article examines the role of leadership in healthcare administration amidst evolving challenges and complexities. It explores the importance of effective leadership in driving organizational change, promoting innovation, and fostering a culture of continuous improvement. The author discusses key leadership competencies and strategies for navigating the dynamic healthcare environment.

– Relevance: As noted in my self-reflection, leadership development is an area of interest for my professional growth. This resource provides valuable insights into leadership best practices and offers practical guidance for addressing challenges in healthcare administration.

 

The Future of Healthcare: Emerging Trends and Implications for Administrators

– Author: Patel, R. K.

– Year: 2020

– Summary: This research article examines emerging trends in healthcare and their implications for healthcare administrators. It discusses key drivers of change, including technological advancements, demographic shifts, and regulatory reforms. The author highlights the need for proactive adaptation and innovation in healthcare administration to meet the evolving needs of patients and stakeholders.

– Relevance: Understanding future trends and challenges in healthcare administration is crucial for informed decision-making and strategic planning. This resource provides valuable insights into potential disruptions and opportunities shaping the future of the healthcare industry, informing my professional outlook and strategic approach.

 

**References:**

[Include additional references used in the annotated bibliography, formatted according to APA style.]

 

Week 8 – Assignment: Utilize Feedback through Self-Reflection and Literature Review

The post Week 8 – Assignment: Utilize Feedback through Self-Reflection and Literature Review appeared first on Destiny Papers.

Week 7 – Signature Assignment: Develop a Presentation to the Board of Directors

This applied assignment is aimed at evaluating the practice of budget preparation and implementation for a healthcare organization of your choice. Your assignment has two parts.  Part 1 is a simulation that you must complete before completing Part 2.  It will prepare you to anticipate questions from the executives in the audience for your presentation. Completing the simulation will provide you with planning notes that will help you prepare your PowerPoint presentation. Part 2 includes your presentation, speaker notes, and your executive summary.

The focus of this assignment can be a real organization you have a relationship with or a fictitious organization you create. Your task is to prepare an annual budget following the procedures and knowledge you have gained in this course. You are to assume the role of Chief Financial Officer (CFO) of the healthcare organization of your choice.

 

For your Signature Assignment, you have been asked to prepare a PowerPoint presentation addressing the creation of an annual budget which will be presented to the Executive Team. The assignment will have two parts.

 

Part 1: You must complete this simulation first. Take your responses from this simulation and apply towards your PPT presentation, which is Part 2. https://ncuone.ncu.edu/shared/Course%20Interactives/SHS/MHA-5007/week_07_SA_presentation/story.html

 

Part 2: Complete a PPT presentation. Be sure your presentation includes the following:

 Apply strategic budgeting methods and operational planning principles.

 Analyze differences between the financial characteristics of nonprofit and for-profit healthcare organizations.

 Examine and monitor key performance indicators utilized in the healthcare industry.

 Assess the fiscal performance of an organization essential to managerial decision-making.

 Develop operating pro forma statements and budgets for healthcare organizations.

You should also prepare an Executive Summary and include as a minimum the following components of an Operating Budget.

1. Revenue. Revenue is usually broken down into its drivers and components.

2. Variable costs.

3. Fixed costs.

4. Non-cash expenses.

5. Non-operating expenses.

Hint:  Please remember you are making a professional, thoughtful presentation. Create attractive meaningful slides that can be read by your audience.  Speaker notes should be included for each slide to clarify and enhance your presentation. When doing your voice-over, speak clearly and slowly. You may find yourself delivering this presentation to more than one audience.  This presentation may prove useful as a tool to educate the community, advocacy groups, and providers of care.

Length: A minimum of 10-12 slides with voice-over and speaker notes, excluding the title or references slides. Also, a 3-page executive summary as an MS Word document.

References: Include a minimum of 8 peer-reviewed sources. Other scholarly and credible sources may also be used as supplemental support.

 

Week 7 – Signature Assignment: Develop a Presentation to the Board of Directors

 

 

ORDER A PLAGIARISM-FREE PAPER HERE

An Original Human-Crafted Assignment

**PowerPoint Presentation**

 

*Slide 1: Title Slide*

– Title: Annual Budget Presentation to Executive Team

– Subtitle: [Healthcare Organization Name]

– Your Name

– Date

 

*Slide 2: Introduction*

– Brief overview of the purpose of the presentation.

– Introduction of the Chief Financial Officer (CFO) role.

 

*Slide 3: Strategic Budgeting Methods*

– Explanation of strategic budgeting methods used in healthcare organizations.

– Examples of strategic budgeting approaches.

– Speaker notes: Provide detailed explanations of each method and how they apply to the organization.

 

*Slide 4: Financial Characteristics*

– Comparison of financial characteristics between nonprofit and for-profit healthcare organizations.

– Analysis of differences in revenue sources, profit motives, and financial reporting.

– Speaker notes: Discuss the implications of these differences on budgeting and financial management.

 

*Slide 5: Key Performance Indicators (KPIs)*

– Overview of KPIs utilized in the healthcare industry.

– Examples of common KPIs such as patient satisfaction, readmission rates, and financial ratios.

– Speaker notes: Explain how monitoring KPIs contributes to organizational performance and decision-making.

 

*Slide 6: Fiscal Performance Assessment*

– Evaluation of fiscal performance metrics essential for managerial decision-making.

– Discussion of financial ratios, such as profitability, liquidity, and efficiency ratios.

– Speaker notes: Interpret the significance of these metrics and their impact on organizational health.

 

*Slide 7: Operating Pro Forma Statements*

– Development of operating pro forma statements and budgets for healthcare organizations.

– Explanation of revenue projections, variable costs, fixed costs, and non-cash expenses.

– Speaker notes: Provide insights into the budgeting process and assumptions used in financial projections.

 

*Slide 8: Executive Summary: Revenue*

– Breakdown of revenue drivers and components.

– Analysis of revenue streams and their contribution to organizational sustainability.

– Speaker notes: Highlight key factors influencing revenue generation and growth.

 

*Slide 9: Variable and Fixed Costs*

– Explanation of variable and fixed costs in the operating budget.

– Discussion of cost-control strategies and cost-saving initiatives.

– Speaker notes: Address the impact of cost management on financial performance and profitability.

 

*Slide 10: Non-cash and Non-operating Expenses*

– Overview of non-cash expenses such as depreciation and amortization.

– Discussion of non-operating expenses such as interest and taxes.

– Speaker notes: Explain how these expenses affect financial reporting and decision-making.

 

*Slide 11: Conclusion*

– Summary of key points covered in the presentation.

– Closing remarks and call to action.

– Speaker notes: Reinforce the importance of effective budgeting and financial management in achieving organizational goals.

 

*Slide 12: References*

– List of peer-reviewed sources and other scholarly references used in the presentation.

 

**Executive Summary**

 

The executive summary should provide a concise overview of the main components of the operating budget presentation. It should include sections addressing revenue, variable costs, fixed costs, non-cash expenses, and non-operating expenses. Each section should summarize key findings and insights presented in the PowerPoint slides.

 

Ensure that the executive summary is well-structured, coherent, and provides a clear understanding of the organization’s financial outlook and budgetary considerations.

 

Please note that you’ll need to tailor the content of the PowerPoint presentation and executive summary based on the specific details of your healthcare organization and the budgeting process. Additionally, include relevant data, charts, and graphs to support your analysis and recommendations.

The post Week 7 – Signature Assignment: Develop a Presentation to the Board of Directors appeared first on Destiny Papers.

Eleanor is a 77-year-old white female resident of a skilled nursing facility

Eleanor is a 77-year-old white female resident of a skilled nursing facility. Recently her daughter requested an evaluation from the staff psychologist because she noticed that her mother’s Alzheimer’s symptoms appeared to be getting worse. Eleanor was admitted to the facility six months ago with moderately severe cognitive and physical decline and had to be placed in a skilled facility since she could no longer manage herself at home. Her daughter is a single mother of four teens and works too many hours to care for her mother in her home. She had attempted to care for her until Eleanor left the stove on, resulting in a minor kitchen fire. Eleanor has no history of mental illness, but she began to show signs of cognitive decline in her late fifties. The symptoms became much more pronounced after her husband’s death five years ago.

Recently her daughter and other members of the nursing staff noticed that Eleanor has become rather restless and combative. When she gets confused over her surroundings, she wanders through the halls attempting to open fire doors. When nurses attempt to redirect her back to her room, she swears at them and even struck one of them in the face. Her PCP authorized the use of restraints one day after she managed to wander out the front door and was found standing in the middle of the street trying to take a dog away from a woman who was walking it. She yelled at the woman, telling her that she needed the dog to protect her from people who were stealing her clothing in the nursing home.

 

Eleanor is a 77-year-old white female resident of a skilled nursing facility

It appears that Eleanor is exhibiting symptoms of agitation and aggression, which are common behavioral symptoms associated with Alzheimer’s disease and other forms of dementia. Given her history of cognitive decline and recent worsening of symptoms, it is crucial to conduct a comprehensive evaluation to determine the underlying cause of her behavior and develop an appropriate management plan.

 

ORDER A PLAGIARISM-FREE PAPER HERE

An Original Human-Crafted Assignment

Psychological Evaluation:*

The request for a psychological evaluation by Eleanor’s daughter is a prudent step in assessing her cognitive and emotional functioning. The staff psychologist can conduct various assessments, including cognitive testing, to evaluate the severity of her dementia and assess for any underlying mood disorders contributing to her symptoms.

 

Medical Evaluation:**

Eleanor’s symptoms may also be exacerbated by underlying medical conditions or medication side effects. A thorough medical evaluation by her primary care physician (PCP) is necessary to rule out any acute medical issues and review her current medications for potential contributors to her agitation.

 

Behavioral Management Plan:**

Based on the evaluation findings, a multidisciplinary team comprising the nursing staff, psychologist, and PCP should collaborate to develop a comprehensive behavioral management plan for Eleanor. This plan should include strategies for managing agitation and aggression, such as environmental modifications, verbal de-escalation techniques, and pharmacological interventions if necessary. It’s essential to prioritize non-pharmacological approaches whenever possible to minimize the risks associated with medication use in older adults.

 

Family Support and Education:**

Eleanor’s daughter plays a crucial role in her care, but it’s evident that she may need additional support given her caregiving responsibilities and the challenging behaviors exhibited by her mother. Providing education and support to family caregivers can help them better understand and cope with the challenges of caring for a loved one with dementia. Additionally, respite care services should be explored to provide the daughter with much-needed breaks from caregiving responsibilities.

 

Ongoing Monitoring and Adjustment:**

Agitation and aggression in dementia patients can be complex and may require ongoing monitoring and adjustment of the management plan based on Eleanor’s response to interventions. Regular follow-up appointments with her healthcare providers are essential to assess her progress, address any emerging issues, and provide support to both Eleanor and her family.

 

In summary,

a comprehensive evaluation and collaborative approach involving healthcare professionals, family caregivers, and Eleanor herself are essential for effectively managing her behavioral symptoms and improving her quality of life in the skilled nursing facility. By addressing the underlying causes of her agitation and implementing appropriate interventions, Eleanor can receive the support and care she needs to navigate this challenging phase of her dementia journey.

 

Eleanor is a 77-year-old white female resident of a skilled nursing facility

 

The post Eleanor is a 77-year-old white female resident of a skilled nursing facility appeared first on Destiny Papers.

Nursing NR 228 Week 3 Assignment

This assignment is designed to support continued learning, developing critical thinking, and promoting clinical judgment skills throughout the pre-licensure BSN students’ education. The assignment will be completed based on the course in which the student is enrolled.

Program outcomes: This assignment enables the student to meet the following outcomes:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities, from entry to the healthcare system through long-term planning.

2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance, and rehabilitative activities.

4. Integrates clinical judgment in professional decision making and implementation of the nursing process.

8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates, and communities.

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 80 points

Preparing the assignment:

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

1) Students will use the CJSim™ Unit Census document (found in the CJSim™ Access in Canvas) to identify the assigned client. CJSim™ Assignments per course:

a. For students who are in NR 228: Nutrition, complete only the client below:

· Client: Jenna Batch (Surgical Care Unit)

b. For students who are in NR 283: Pathophysiology, complete one of the following clients:

· Client: Jake Abbott (Fundamentals Unit)

· Client: Josie Brennan (Fundamentals Unit)

· Client: Jolene Sigmund (Pathophysiology Unit)

· The use of a nasogastric (NG) tube is mentioned during the Jolene Sigmund CJSim™. An NG tube is inserted through the nose into the stomach and can be used to decompress the stomach by removing gastric contents and/or administer medications.

2) Students will care for the CJSim™ client as if they are caring for a living, breathing client. This includes a thorough review of the electronic health record (EHR).

3) Students need to meet two criteria for each CJSim™ interaction:

a. Score at least 85% on each attempt.

b. Spend at least 15 minutes on each interaction.

Note: CJSim™ does not have a timer, please ensure you set a timer and have the screenshot with the 15 minutes per attempt.

4) Students may retake CJSim™ cases until the two criteria are met.

5) Resources available to support successful completion of this assignment include:

a. The BSN Program Library Guide, available using a link on the left navigation bar in Canvas, includes diagnosis and pharmacology resources, as well as the Made Incredibly Easy books.

b. Textbooks from courses taken before, or concurrent with, this course, including

· Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2023). Fundamentals of nursing (11th ed.). Elsevier.

· Pagana, K. D., Pagana, T. J., & Pagana, T. H. (2021). Mosby’s® Diagnostic and Laboratory Test Reference, (15th ed.). Mosby.

· Vallerand, A. H., & Sanoski, C. A. (2022). Davis’s drug guide for nurses (18th ed.). F. A. Davis.

6) Submits screenshot of completed CJSim™ in the assignment dropbox. Screenshot needs to include student name, CJSim™ case title, date/time of completion, grade received on the CJSim™, and total time spent in the CJSim™. See sample below:

 

7) Students may be required to complete specific or additional CJSim™ cases as deemed necessary by faculty.

8) Completes reflective journal

a. 150 word minimum reflection.

b. Summarizes new information learned by completing this assignment.

c. Reflects on how the new knowledge will impact future behavior as a healthcare professional.

d. Logical reflective flow which follows standard grammatical rules with minimal (1-2) misspellings and APA where applicable.

9) Detailed criteria are listed in the Grading Rubric.

 

 

 

CJSim™ Reflection Assignment Guidelines

 

CJSim™ Reflection Assignment Guidelines

 

NR-123: Practical/Vocational Nursing I

Application Assignment Guidelines

 

CJSim™ Reflection Assignment Guidelines_Sept23 v1.2 © 2023 Chamberlain University. All Rights Reserved. 2

 

CJSim™ Reflection Assignment Guidelines_Sept23 © 2023 Chamberlain University. All Rights Reserved. 1

© 2023 Chamberlain University. All Rights Reserved. CJSim™ Assignment Guidelines_Sept23 3

Grading Rubric

Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

 

Required Criteria

(Points possible/% of total points available)

Satisfactory Level of Performance
Unsatisfactory Level of Performance

CJSim™(s)

(50 points/62.5%)

50 points
0 points

Required Criteria

1. Selects and completes the CJSim™(s) based on the client and course.

2. Nursing NR 228 Week 3 Assignment appeared first on Destiny Papers.

Discuss how professional nursing organizations support the field of nursing

Discuss how professional nursing organizations support the field of nursing and how they advocate for nursing practice. Explain the value professional nursing organizations have in advocacy and activism related to patient care. Choose a professional nursing organization that relates to your specialty area of interest. Discuss how this organization keeps its members informed of health care changes and opportunities the organization provides for continuing education and professional development.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

 

https://ojin.nursingworld.org/table-of-contents/volume-17-2012/number-1-january-2012/professional-organizations-and-advocating2/

 

Discuss how professional nursing organizations support the field of nursing

Professional nursing organizations play a crucial role in supporting the field of nursing and advocating for nursing practice. These organizations provide a platform for nurses to network, collaborate, and access resources that enhance their professional development and promote excellence in patient care. One such organization is the American Nurses Association (ANA), which is the largest professional organization representing registered nurses in the United States.

 

The ANA supports the field of nursing by advocating for policies and practices that advance the nursing profession and improve patient outcomes. Through lobbying efforts, policy development, and public education campaigns, the ANA works to influence healthcare legislation and ensure that nurses have a voice in shaping healthcare policies at the local, state, and national levels. Additionally, the ANA provides resources such as clinical practice guidelines, position statements, and continuing education opportunities to help nurses stay informed and up-to-date on best practices in nursing.

 

In terms of advocacy and activism related to patient care, professional nursing organizations like the ANA play a critical role in representing nurses’ interests and championing initiatives that promote patient safety, quality of care, and healthcare equity. By collaborating with policymakers, healthcare stakeholders, and other professional organizations, nursing organizations advocate for policies and practices that prioritize patient-centered care and address healthcare disparities.

 

 

ORDER A PLAGIARISM-FREE PAPER HERE

An Original Human-Crafted Assignment

As a nursing student with a specialty interest in critical care nursing, I am particularly interested in the American Association of Critical-Care Nurses (AACN). The AACN provides valuable resources and support to critical care nurses, including evidence-based practice guidelines, educational programs, and certification opportunities. The organization keeps its members informed of healthcare changes through publications such as the AACN Advanced Critical Care journal and the Critical Care Nurse journal, which cover emerging trends, research findings, and clinical innovations in critical care nursing. Additionally, the AACN offers webinars, conferences, and online courses to support continuing education and professional development for critical care nurses. By actively engaging with professional nursing organizations like the AACN, critical care nurses can stay informed, connected, and empowered to advocate for optimal patient care outcomes in their practice settings.

 

References:

American Nurses Association. (n.d.). Advocacy. https://www.nursingworld.org/practice-policy/advocacy/

American Association of Critical-Care Nurses. (n.d.). About AACN. https://www.aacn.org/about-aacn

 

Discuss how professional nursing organizations support the field of nursing

The post Discuss how professional nursing organizations support the field of nursing appeared first on Destiny Papers.

The Epidemiological Case Study is an interactive exercise developed to teach epidemiologic principles and practices

The Epidemiological Case Study is an interactive exercise developed to teach epidemiologic principles and practices. The case study is based on real-life outbreaks and public health problems and was developed in collaboration with the original investigators and experts from the Centers for Disease Control and Prevention (CDC). The case study requires students to apply their epidemiologic knowledge and skills to problems confronted by public and community health practitioners at the local, state, and national levels.    Navigating a Foodborne Outbreak: Preparation for Interprofessional Practice is a self‐paced, interactive learning module that demonstrates the importance of interprofessional practice among health professionals to improve and protect population health in the context of a foodborne outbreak.

The module will take approximately 90 minutes to two hours to complete, depending on the level of previous exposure to the content and the learner’s interest in exploring the optional reference resources.

You may choose to complete the module in one session or pause and return to the module, completing it in multiple sessions.  The module is divided into three chapters:  one set in an outpatient clinic, one at a local public health department and one at a multidisciplinary meeting after the outbreak has been resolved.

The foodborne illness scenario is based on an actual multi‐state food-borne outbreak that occurred in 2015-2016, but the details of the patients, clinicians, and the local health department are fictional.  Any similarities to individuals or settings are coincidental.

You will take a preliminary quiz to assess your knowledge of the content before beginning the module and will complete a quiz after completing the module to evaluate what you have learned.  You will receive a  digital certificate upon completion of the module that will be uploaded to dropbox.

INSTRUCTIONS 

Access:

1. Log on to the module:

2. Register by clicking the link at the bottom of the login box.

3. Access the learning module by using your registered email address and password.

4. At the end of the case study complete the module evaluation and hit submit feedback.

5. Click the tab to access my certification in the course tabs within the case study on the left-hand side.

6. Upload saved certification to Dropbox.

Please note if you have a Mac Computer you will need to use Chrome as your browser for it to work.

Technical Support:

Users can request technical support by clicking Help on the right‐hand side of the user dashboard and filling out the requested information. Please provide as much detail as possible, as this will facilitate your support request

The Epidemiological Case Study is an interactive exercise developed to teach epidemiologic principles and practices

Thank you for providing the instructions for accessing the Epidemiological Case Study module. It appears to be a comprehensive and interactive learning experience designed to teach epidemiologic principles through real-life scenarios.

 

The module’s focus on a foodborne outbreak scenario provides a practical application of epidemiological knowledge and skills, allowing learners to understand the complexities involved in outbreak investigation and response. By navigating through different chapters set in various healthcare settings, learners can gain insight into the roles and responsibilities of different healthcare professionals in managing public health crises.

 

The inclusion of pre- and post-module quizzes ensures that learners can assess their understanding of the content and track their learning progress effectively. Additionally, the option to pause and resume the module allows for flexible learning, accommodating individuals with varying levels of exposure to the content and differing time constraints.

 

Furthermore, the issuance of a digital certificate upon completion of the module adds value by providing learners with tangible evidence of their accomplishment, which can be beneficial for professional development and credentialing purposes.

 

Overall, the Epidemiological Case Study module appears to be a valuable educational resource for healthcare professionals seeking to enhance their epidemiologic knowledge and skills in the context of managing foodborne outbreaks. I look forward to exploring the module and gaining insights into effective interprofessional practice in public health emergencies.

 

Thank you for sharing this opportunity for professional development.

The post The Epidemiological Case Study is an interactive exercise developed to teach epidemiologic principles and practices appeared first on Destiny Papers.

Discuss how evidence-based guidelines shape APRN practice

 

Discuss how evidence-based guidelines shape APRN practice.
Are physicians (MDs and Dos) and APRNs held to the same evidence-based standards?
Are APRNs independent and autonomous providers just as physicians (MDs and Dos)?
What are collaborative agreements between physicians and APRNs?
Are NPs required to pay physicians so they can practice?
How do APRNs incorporate consultation and collaboration with their supervising physicians?
Support all responses using at least one scholarly source other than your textbook.
Use national guidelines and evidence-based research when applicable.
Students may enhance responses with an example, either from personal experience or from the media, which illustrates and supports ideas.
All sources must be referenced and cited using the correct APA format (including a link to the source).

Discuss how evidence-based guidelines shape APRN practice

 

ORDER A PLAGIARISM-FREE PAPER HERE

An Original Human-Crafted Assignment

Evidence-based guidelines play a crucial role in shaping Advanced Practice Registered Nurse (APRN) practice by providing a framework for clinical decision-making and guiding the delivery of high-quality, evidence-based care to patients. APRNs, including Nurse Practitioners (NPs), Clinical Nurse Specialists (CNSs), Certified Nurse Midwives (CNMs), and Certified Registered Nurse Anesthetists (CRNAs), rely on evidence-based guidelines to inform their practice across various healthcare settings.

 

For example, evidence-based guidelines issued by organizations such as the National Association of Nurse Practitioners in Women’s Health (NPWH) provide recommendations for the management of women’s health conditions, including contraceptive care, prenatal care, and menopausal management (NPWH, n.d.). These guidelines are based on the latest evidence from research studies and expert consensus, and they help APRNs deliver safe and effective care to their patients.

 

While both physicians (MDs and DOs) and APRNs are expected to adhere to evidence-based standards of practice, there may be differences in the specific guidelines and protocols governing their practice based on their respective scopes of practice and regulatory requirements. However, both groups are held accountable for providing evidence-based care that aligns with established clinical guidelines and best practices.

 

Regarding autonomy and independence, APRNs are increasingly recognized as primary care providers capable of delivering a wide range of healthcare services independently, especially in states with full practice authority. For example, in states such as Oregon and Colorado, NPs have full practice authority, allowing them to assess, diagnose, prescribe medications, and manage patient care without physician oversight (American Association of Nurse Practitioners, 2022).

 

However, in many states, APRNs are required to have collaborative agreements or practice agreements with physicians, particularly for prescribing medications or performing certain procedures. Collaborative agreements outline the scope of practice and collaboration between APRNs and physicians, ensuring that patients receive comprehensive care through interprofessional collaboration (Buppert, 2018).

 

Regarding payment, APRNs are not typically required to pay physicians to practice. Instead, collaborative agreements often outline the financial arrangements between APRNs and physicians, which may include fee-sharing arrangements or reimbursement for physician oversight services. However, payment structures may vary depending on state regulations and practice settings.

 

APRNs incorporate consultation and collaboration with supervising physicians as needed, particularly in complex cases or situations requiring specialized expertise. Collaborative practice allows APRNs to access physician consultation and support when necessary while still maintaining autonomy in managing patient care. This collaborative approach ensures that patients receive comprehensive and coordinated care from interprofessional healthcare teams.

 

In summary, evidence-based guidelines play a critical role in shaping APRN practice, guiding clinical decision-making, and ensuring the delivery of high-quality care. While APRNs and physicians are held to similar evidence-based standards, differences in regulatory requirements, scope of practice, and collaborative agreements may exist. However, APRNs increasingly serve as independent and autonomous providers, collaborating with physicians to provide comprehensive care to patients.

 

References:

 

American Association of Nurse Practitioners. (2022). State practice environment. https://www.aanp.org/advocacy/state/state-practice-environment

 

Buppert, C. (2018). Nurse practitioner’s business practice and legal guide (6th ed.). Jones & Bartlett Learning.

 

National Association of Nurse Practitioners in Women’s Health. (n.d.). Clinical practice guidelines. https://www.npwh.org/resources/clinical-practice-guidelines

 

Discuss how evidence-based guidelines shape APRN practice

The post Discuss how evidence-based guidelines shape APRN practice appeared first on Destiny Papers.

NUR6150 Advanced Practice in Primary Care: Pediatrics

 

ORDER A PLAGIARISM-FREE PAPER HERE

An Original Human-Crafted Assignment

**Pediatric Asthma: Understanding the Disease and Evidence-Based Management**

 

**Introduction**

 

Pediatric health encompasses a diverse array of conditions that require specialized care and attention. Among these conditions, pediatric asthma stands out as one of the most prevalent chronic respiratory diseases affecting children worldwide. This paper aims to provide a comprehensive overview of pediatric asthma, including its pathophysiology, diagnosis, treatment options, potential health risks, and recent evidence-based advancements in management.

 

**Overview of Pediatric Health and Importance of Understanding Pediatric Conditions**

 

Pediatric health encompasses the physical, mental, and social well-being of children from infancy through adolescence. It is crucial to understand pediatric conditions to ensure optimal health outcomes for this vulnerable population. Pediatric asthma is a chronic inflammatory disorder of the airways characterized by recurring episodes of wheezing, breathlessness, chest tightness, and coughing, particularly at night or early in the morning.

 

**Pathophysiology of Pediatric Asthma**

 

The pathophysiology of pediatric asthma involves complex interactions between genetic predisposition, environmental factors, and immune responses. In susceptible individuals, exposure to triggers such as allergens, respiratory infections, irritants, and exercise can lead to airway inflammation, bronchoconstriction, and increased mucus production. This inflammatory response narrows the airways, causing symptoms characteristic of asthma exacerbations.

 

**Diagnosis of Pediatric Asthma**

 

Diagnosis of pediatric asthma involves a comprehensive evaluation of the patient’s medical history, physical examination, and diagnostic testing. Clinical evaluation may reveal symptoms such as wheezing, coughing, dyspnea, and chest tightness. Diagnostic tests commonly used to confirm asthma diagnosis include pulmonary function tests (spirometry), peak expiratory flow rate measurement, and bronchial provocation tests. Additionally, imaging studies such as chest X-rays may be performed to rule out other respiratory conditions.

 

**Treatment of Pediatric Asthma**

 

Treatment of pediatric asthma aims to achieve and maintain asthma control, reduce symptoms, minimize exacerbations, and improve the quality of life for children with asthma. Pharmacological interventions include long-term control medications (e.g., inhaled corticosteroids, leukotriene receptor antagonists) to reduce airway inflammation and quick-relief medications (e.g., short-acting beta-agonists) to relieve acute symptoms. Non-pharmacological treatments such as allergen avoidance, smoking cessation, and asthma education are also essential components of asthma management.

 

**Potential Health Risks if Left Untreated**

 

Untreated pediatric asthma can lead to various physical and mental health risks, including impaired lung function, decreased physical activity, frequent school absenteeism, poor sleep quality, and decreased quality of life. Furthermore, uncontrolled asthma exacerbations may result in respiratory failure, hospitalization, and even death in severe cases.

 

**Recent Evidence-Based Advancements in Pediatric Asthma Management**

 

Recent evidence-based advancements in pediatric asthma management include the introduction of biologic therapies targeting specific inflammatory pathways implicated in asthma pathogenesis. For example, monoclonal antibodies targeting immunoglobulin E (IgE) or interleukin-5 (IL-5) have shown efficacy in reducing exacerbations and improving asthma control in children with severe allergic or eosinophilic asthma.

 

**Conclusion**

 

In conclusion, pediatric asthma is a common chronic respiratory condition characterized by airway inflammation and bronchoconstriction. Early diagnosis, appropriate treatment, and ongoing management are essential to achieving optimal health outcomes for children with asthma. Recent evidence-based advancements, such as biologic therapies, offer promising options for improving asthma control and reducing the burden of disease in pediatric patients.

 

References:

 

National Asthma Education and Prevention Program. (2007). Expert Panel Report 3: Guidelines for the Diagnosis and Management of Asthma. National Heart, Lung, and Blood Institute.

 

Global Initiative for Asthma. (2021). Global Strategy for Asthma Management and Prevention. Retrieved from https://ginasthma.org/.

 

Teach, S. J., & Gergen, P. J. (2016). Risk factors for pediatric asthma. Journal of Allergy and Clinical Immunology, 138(3), 691-699. doi:10.1016/j.jaci.2016.07.006.

NUR6150 Advanced Practice in Primary Care: Pediatrics

 

The post NUR6150 Advanced Practice in Primary Care: Pediatrics appeared first on Destiny Papers.

Community Health Teaching Project Presentation

The final presentation will be planned with your instructor once the outline is approved. Final Teaching projects will be presented to classmates and the instructor. The presentation site is preferably in the clinical setting. However, the instructor can hold it at the MDC Medical campus.

Each student will present a population-level, evidence-based practice teaching intervention. The presentation should be 15 to 20 minutes at maximum.

Information to include in the presentation consists of:

1. Title of the project.

2. Introduction (what is essential to learn about this issue). You may present statistics such as mortality, morbidity, incidence, and prevalence).

3. Findings of your assessment: why do you believe the topic is essential for the audience? Please indicate the learning objectives. After the presentation, the participant will:

4. Include barriers and assets for your specific population. What can you teach to empower the population to take a proactive stand for wellness?

5. The presentation should be age, cultural, and health literacy-appropriate.

6. The health teaching presentation should provide accurate, evidence-based information to the participant.

7. The teaching presentation should have examples of outcomes, what happens if I change…., if I don’t.

8. The presentation should have examples of how to do the intended behavior.

8. The presentation should have time for participants to ask questions and make comments.

9. The presentation should have a section that evaluates the audience’s attainment of the education objectives.

 

https://www.sweetstudy.com/questions/teaching-project-presentation-20798265

Community Health Presentations

Rubric

Community Health Teaching Project Presentation

Community Health Teaching Project Presentation

Criteria
Ratings
Pts

Description of interest in community selected and identification of health evidence-based practice teaching intervention selected.

Student should be able to describe his active service of citizenship, community engagement and social responsibility within the community selected. Student also described the evidence-based practice teaching intervention which will be presented.

25 to >14.0 pts

Proficient

Student clearly articulates his/her ideas about active community engagement. Was able to communicate his topic based on community health needs.

14 to >10.0 pts

Developing Proficiency

Student did not demonstrate his engagement in the community. Was clear presenting his topic based on community health needs.

10 to >0 pts

Needs Improvement

Student was not able to communicate his engagement in the community. Was not able to clearly communicate his topic based on community health needs.

25 pts

Demonstrates Collaboration with Community Stakeholders

Demonstrate reciprocity and responsiveness in his communication with community leaders and organizations. Maintained awareness to community cultural, educational, and health literacy levels.

25 to >14.0 pts

Proficient

Student clearly articulates how his/her experience has been more than a one-way relationship. Student articulates how she/he was responsive to those served, and how she/he was affected or challenged, or changed by these relationships. Student was sensitive to the cultural needs, health literacy and educational levels.

14 to >10.0 pts

Developing Proficiency

Student showed lack of engagement and limited relationship with community members. Student was not able to assess properly the cultural needs, health literacy and educational levels of the community selected.

10 to >0 pts

Needs Improvement

Student showed minimal engagement in the community selected. Did not assess the cultural, educational or health literacy needs of the community selected.

25 pts

Application of evidenced based teaching intervention.

Student clearly demonstrates knowledge by applying evidenced-based information to the teaching intervention. Student utilizes evidence such as mortality, morbidity rates, and makes a critical analysis of the important social issues facing the population served. Teaching interventions shows depth and complexity of the healthcare needs of the community served.

25 to >15.0 pts

Proficient

Student applied accurate, evidence-based information to the participants. The project includes benchmarks of attainable outcomes. The teaching intervention was well planned and appropriate for the community served.

15 to >10.0 pts

Proficient

Student did not apply evidence-based information to the participants. The project includes benchmarks of attainable outcomes. The intervention was not well planned or relevant to the community served.

10 to >0 pts

Needs Improvement

Student did not apply evidence-based information to the participants. The intervention lacked planned outcomes to be achieved.

25 pts

Evaluation of teaching presentation to participants.

Teaching presentation contained introduction, learning objectives, findings and recommendations. Student was able to reflect on the barriers or limitations of the particular health project within the community.

25 to >14.0 pts

Proficient

Student adhered to allotted time 15-20 minutes. Presentation was clear, contained introduction, learning objectives, findings and recommendations. Audience had time for questions and clarification of material. The presentation utilized visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.

14 to >10.0 pts

Developing Proficiency

10 to >0 pts

Needs Improvement

Student did not adhere to allotted time 15-20 minutes. Presentation did not follow required format. Audience did not have time for questions and clarification of material. The presentation did not utilize visual elements such as images, graphics, charts, slides and other visual aids to convey information, ideas or messages to the audience.

25 pts

Total Points: 100

 

Community Health Teaching Project Presentation

**Title: Promoting Healthy Nutrition and Physical Activity in School-Aged Children**

 

**Introduction:**

The project aims to address the importance of promoting healthy nutrition and physical activity among school-aged children. Childhood obesity rates have been steadily increasing, leading to numerous health complications and reducing quality of life. Statistics reveal alarming rates of childhood obesity, with significant morbidity and mortality associated with obesity-related diseases such as diabetes, hypertension, and cardiovascular disease.

 

**Findings of Assessment and Learning Objectives:**

The topic is crucial for the audience as it directly impacts the health and well-being of school-aged children. The learning objectives include:

Understanding the importance of healthy nutrition and regular physical activity for overall health.
Identifying barriers to healthy nutrition and physical activity among school-aged children.
Implementing strategies to promote healthy eating habits and increase physical activity levels in children.

 

**Barriers and Assets for the Population:**

Barriers to promoting healthy behaviors in school-aged children may include easy access to unhealthy foods, lack of physical education in schools, and sedentary lifestyles influenced by technology. Assets for the population include parental involvement, school-based health programs, and community resources such as parks and recreational facilities. Empowering the population involves educating children and their families on making healthier choices, creating supportive environments for physical activity, and promoting positive body image.

 

**Age, Cultural, and Health Literacy Appropriateness:**

The presentation will be tailored to the age group of school-aged children, ensuring language and content are appropriate for comprehension. Cultural considerations will be incorporated to address diverse backgrounds and beliefs. Health literacy will be prioritized, utilizing clear and concise language and visual aids to enhance understanding.

 

**Evidence-Based Information:**

The teaching presentation will provide evidence-based information on the benefits of healthy nutrition and physical activity, including research studies, guidelines from reputable health organizations, and expert recommendations.

 

**Examples of Outcomes:**

Participants will learn about the positive outcomes of adopting healthy behaviors, such as improved energy levels, better academic performance, reduced risk of chronic diseases, and enhanced overall well-being. Conversely, the presentation will highlight the negative consequences of unhealthy habits, such as obesity-related health issues and decreased quality of life.

 

**Examples of Behavior Change:**

The presentation will include practical examples of how to incorporate healthy eating and physical activity into daily routines, such as meal planning, portion control, and fun exercise activities for children.

 

**Question and Answer Session:**

The presentation will allocate time for participants to ask questions and provide comments, fostering engagement and interaction.

 

**Evaluation of Audience Attainment:**

A section will be included in the presentation to evaluate the audience’s understanding and retention of the educational content. This may include quizzes, surveys, or open discussion to assess knowledge acquisition and behavior change intentions.

 

Community Health Teaching Project Presentation

The post Community Health Teaching Project Presentation appeared first on Destiny Papers.