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Tag: Model Answer

  • [Solved] Catherine Owens

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    Greetings see attachment for task instructions below – a year ago **files (1)** – FinalProjectAssignmentDirectionsforSPEC7000StudentswithDiverseNeeds.docx **FinalProjectAssignmentDirectionsforSPEC7000StudentswithDiverseNeeds.docx** This file is too large to display. [View in new window](https://www….

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    Assignment Prompt & Instructions

    Greetings see attachment for task instructions below

    – a year ago

    **files (1)**

    – FinalProjectAssignmentDirectionsforSPEC7000StudentswithDiverseNeeds.docx

    **FinalProjectAssignmentDirectionsforSPEC7000StudentswithDiverseNeeds.docx**

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  • [Solved] Review the Resources and identify one change that you believe is called for in your organization/workplace.

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    5- or 6-slide narrated PP that presents a comprehensive plan to implement changes you propose. – a year ago

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    Assignment Prompt & Instructions

    5- or 6-slide narrated PP that presents a comprehensive plan to implement changes you propose.

    – a year ago

  • [Solved] Putting It Together

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    – a year ago **files (1)** – ## week10Discussion8211.docx **## week10Discussion8211.docx** Putting It Together **How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with articles provided this week? What can qualitati…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## week10Discussion8211.docx

    **## week10Discussion8211.docx**

    Putting It Together

    **How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with articles provided this week? What can qualitative data provide that quantitative data cannot, and vice versa? How might a mixed methods approach fill in the gaps to provide a clearer understanding of the problem and potential solutions?**

    **For this Discussion, reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.**

    **Resources**

    ****Be sure to review the Learning Resources before completing this activity.****
    ****Click the weekly resources link to access the resources.****

    **[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589993)**

    ****To prepare:****

    **·**
    ****Read and view the Learning Resources.****

    **By Day 3 of Week 10**

    **Post a response to the following prompts:**

    **·**
    ****Evaluate a DNP QI project that used a mixed methods approach (choose from the list).****

    **·**
    ****What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)****

    **·**
    ****What was the effectiveness of each? (one paragraph)****

    **[Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-10-learning-resources?module_item_id=6589993)**

    **· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).**
    **_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.**

    **· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–260)**

    **[Required Reading for Topic: Studies](https://waldenu.instructure.com/courses/163557/pages/week-10-learning-resources?module_item_id=6589993)**

    **· Bangura, F. (2024).**
    **[_Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facility_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.**

    **· Khoja, A., & Moosa, L. (2023).**
    **[Impact of tailored interventions for patient safety (TIPS) to reduce fall ratesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200).**
    **_MEDSURG Nursing, 32_(2), 89–93.**

    **· Tzeng, H.-M., & Yin, C.-Y. (2017).**
    **[A multihospital survey on effective interventions to prevent hospital falls in adultsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200).**
    **_Nursing Economics, 35_(6), 304–313.**

    **[Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-10-learning-resources?module_item_id=6589993)**

    **· Frazier, M. C. (2023).**
    **[_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.**

    **· Karamichos, S. (2023).**
    **[_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.**

    **· Medina, M. (2024).**
    **[_Implementing motivational interviewing to improve medication adherence: A staff education project_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450**

    **· Rampersad, M. (2023).**
    **[_Oncology nurses, compassion fatigue and general health: A mixed-methods study_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819/**

    **·**
    ****Document:** Simons, A. (2023).**
    **[_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.**

    **## week10Discussion8211.docx**

    Putting It Together

    **How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with articles provided this week? What can qualitative data provide that quantitative data cannot, and vice versa? How might a mixed methods approach fill in the gaps to provide a clearer understanding of the problem and potential solutions?**

    **For this Discussion, reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.**

    **Resources**

    ****Be sure to review the Learning Resources before completing this activity.****
    ****Click the weekly resources link to access the resources.****

    **[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589993)**

    ****To prepare:****

    **·**
    ****Read and view the Learning Resources.****

    **By Day 3 of Week 10**

    **Post a response to the following prompts:**

    **·**
    ****Evaluate a DNP QI project that used a mixed methods approach (choose from the list).****

    **·**
    ****What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)****

    **·**
    ****What was the effectiveness of each? (one paragraph)****

    **[Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-10-learning-resources?module_item_id=6589993)**

    **· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).**
    **_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.**

    **· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–260)**

    **[Required Reading for Topic: Studies](https://waldenu.instructure.com/courses/163557/pages/week-10-learning-resources?module_item_id=6589993)**

    **· Bangura, F. (2024).**
    **[_Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facility_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.**

    **· Khoja, A., & Moosa, L. (2023).**
    **[Impact of tailored interventions for patient safety (TIPS) to reduce fall ratesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200).**
    **_MEDSURG Nursing, 32_(2), 89–93.**

    **· Tzeng, H.-M., & Yin, C.-Y. (2017).**
    **[A multihospital survey on effective interventions to prevent hospital falls in adultsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200).**
    **_Nursing Economics, 35_(6), 304–313.**

    **[Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-10-learning-resources?module_item_id=6589993)**

    **· Frazier, M. C. (2023).**
    **[_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.**

    **· Karamichos, S. (2023).**
    **[_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.**

    **· Medina, M. (2024).**
    **[_Implementing motivational interviewing to improve medication adherence: A staff education project_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450**

    **· Rampersad, M. (2023).**
    **[_Oncology nurses, compassion fatigue and general health: A mixed-methods study_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819/**

    **·**
    ****Document:** Simons, A. (2023).**
    **[_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.**

  • [Solved] AQR&A Assignment Week 10

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    **To prepare for this Assignment:** – Review the Article Critique Assignment Guide in the Walden Library, listed in the Week 2 Learning Resources. – Search the Walden Library for a quantitative article that utilizes scales. **The Assignment** Write a 2- to 3-page critique of the research you found i…

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    Assignment Prompt & Instructions

    **To prepare for this Assignment:**

    – Review the Article Critique Assignment Guide in the Walden Library, listed in the Week 2 Learning Resources.
    – Search the Walden Library for a quantitative article that utilizes scales.

    **The Assignment**

    Write a 2- to 3-page critique of the research you found in the Walden Library that includes responses to the following prompts:

    – Did the authors construct scales in a clear, concise manner?
    – Were the authors’ explanations clear regarding the reliability and validity of their measures?
    – What information did the authors provide about establishing reliability and validity?

    – a year ago

  • [Solved] provide me java based interview question.

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    [>Java homework help](https://www.sweetstudy.com/fields/computer-science-java) – a year ago **files (1)** – ## CoreJavaInterviewQuestions.pdf **## CoreJavaInterviewQuestions.pdf** Core Java Interview Questions (Basic Level) 1. What is Java? Java is a high-level, object-oriented, platform-independen…

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    Assignment Prompt & Instructions

    [>Java homework help](https://www.sweetstudy.com/fields/computer-science-java)

    – a year ago

    **files (1)**

    – ## CoreJavaInterviewQuestions.pdf

    **## CoreJavaInterviewQuestions.pdf**

    Core Java Interview Questions (Basic Level)

    1. What is Java?

    Java is a high-level, object-oriented, platform-independent programming language developed by Sun

    Microsystems.

    2. What are the features of Java?

     Object-Oriented

     Platform Independent (via JVM)

     Secure and Robust

     Multithreaded

     Architecture Neutral

     High Performance (via JIT compiler)

    3. What is the difference between JDK, JRE, and JVM?

     JDK: Java Development Kit – tools to develop and compile Java code.

     JRE: Java Runtime Environment – environment to run Java applications.

     JVM: Java Virtual Machine – executes bytecode on different machines.

    4. What are data types in Java?

     Primitive: int, byte, short, long, float, double, char, boolean

     Non-Primitive: Arrays, Classes, Interfaces, Strings

    5. What is the difference between == and .equals() in Java?

     == compares object references.

     .equals() compares actual values of objects.

    6. What is a constructor in Java?

    A constructor is a special method used to initialize objects. It has the same name as the class and no

    return type.

    7. What is the difference between method overloading and overriding?

     Overloading: Same method name, different parameters (within same class).

     Overriding: Same method name and parameters (in child class).

    8. What are access modifiers in Java?

     public: Accessible from everywhere.

     private: Accessible only within the class.

     protected: Accessible within package and subclasses.

     default (no modifier): Accessible within package only.

    9. What is the difference between ArrayList and LinkedList?

     ArrayList: Faster for read operations, uses index.

     LinkedList: Faster for insert/delete operations.

    10. What is an interface in Java?

    An interface is a reference type that contains only abstract methods (before Java 8). Used for

    abstraction and multiple inheritance.

    **## CoreJavaInterviewQuestions.pdf**

    Core Java Interview Questions (Basic Level)

    1. What is Java?

    Java is a high-level, object-oriented, platform-independent programming language developed by Sun

    Microsystems.

    2. What are the features of Java?

     Object-Oriented

     Platform Independent (via JVM)

     Secure and Robust

     Multithreaded

     Architecture Neutral

     High Performance (via JIT compiler)

    3. What is the difference between JDK, JRE, and JVM?

     JDK: Java Development Kit – tools to develop and compile Java code.

     JRE: Java Runtime Environment – environment to run Java applications.

     JVM: Java Virtual Machine – executes bytecode on different machines.

    4. What are data types in Java?

     Primitive: int, byte, short, long, float, double, char, boolean

     Non-Primitive: Arrays, Classes, Interfaces, Strings

    5. What is the difference between == and .equals() in Java?

     == compares object references.

     .equals() compares actual values of objects.

    6. What is a constructor in Java?

    A constructor is a special method used to initialize objects. It has the same name as the class and no

    return type.

    7. What is the difference between method overloading and overriding?

     Overloading: Same method name, different parameters (within same class).

     Overriding: Same method name and parameters (in child class).

    8. What are access modifiers in Java?

     public: Accessible from everywhere.

     private: Accessible only within the class.

     protected: Accessible within package and subclasses.

     default (no modifier): Accessible within package only.

    9. What is the difference between ArrayList and LinkedList?

     ArrayList: Faster for read operations, uses index.

     LinkedList: Faster for insert/delete operations.

    10. What is an interface in Java?

    An interface is a reference type that contains only abstract methods (before Java 8). Used for

    abstraction and multiple inheritance.

  • [Solved] Project: Addressing a New Business’s Compliance Responsibilities Part 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    #### Purpose This project provides an opportunity for you to apply principles related to auditing to ensure information systems are in compliance with pertinent laws and regulations, as well as industry requirements. #### Required Source Information and Tools To complete the project, you will need t…

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    Assignment Prompt & Instructions

    #### Purpose

    This project provides an opportunity for you to apply principles related to auditing to ensure information systems are in compliance with pertinent laws and regulations, as well as industry requirements.

    #### Required Source Information and Tools

    To complete the project, you will need the following:

    1. Course textbook
    2. Access to the Internet to perform research for the project
    1. PCI Security Standards Council: [https://www.pcisecuritystandards.org](https://www.pcisecuritystandards.org/)
    2. Important PCI Compliance Information for Merchants: [https://www.bigcommerce.com/blog/pci-compliance/#weve-successfully-achieved-pci-compliance-whats-next](https://www.bigcommerce.com/blog/pci-compliance/#weve-successfully-achieved-pci-compliance-whats-next)
    3. COSO Internal Control—Integrated Framework Executive Summary (2013): [https://www.sechistorical.org/collection/papers/2010/2013_0501_COSOInternal.pdf](https://www.sechistorical.org/collection/papers/2010/2013_0501_COSOInternal.pdf)
    4. COSO Internal Control—Integrated Framework PowerPoint (2013): [https://assets.kpmg.com/content/dam/kpmg/th/pdf/2016/08/ac-forum-21-coso-2013-presentation-slide-final.pdf](https://assets.kpmg.com/content/dam/kpmg/th/pdf/2016/08/ac-forum-21-coso-2013-presentation-slide-final.pdf)
    5. COSO Internal Control—Integrated Framework (2013) whitepaper: [https://assets.kpmg/content/dam/kpmg/pdf/2016/05/2750-New-COSO-2013-Framework-WHITEPAPER-V4.pdf](https://assets.kpmg/content/dam/kpmg/pdf/2016/05/2750-New-COSO-2013-Framework-WHITEPAPER-V4.pdf)

    Learning Objectives and Outcomes

    You will be able to:

    – Explain the purpose of PCI DSS
    – Analyze business factors that influence PCI DSS compliance
    – Describe potential consequences of failing to demonstrate PCI DSS compliance
    – Apply standards and frameworks to the development of information security internal control systems
    – Analyze the use of information security controls within IT infrastructure domains

    The rest of the instructions and assignment requirements are provided in the screenshots below.

    – [\
    \
    Screenshot237.png](https://www.sweetstudy.com/files/screenshot237-png-10276309 "Screenshot237.png")
    – [\
    \
    Screenshot238.png](https://www.sweetstudy.com/files/screenshot238-png-10276311 "Screenshot238.png")
    – [\
    \
    Screenshot239.png](https://www.sweetstudy.com/files/screenshot239-png-10276313 "Screenshot239.png")

    – a year ago

  • [Solved] Project #3: IT Audit Policy and Plans

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    Project #3: IT Audit Policy and Plans Company Background & Operating Environment Red Clay Renovations is an internationally recognized, awarding winning firm that specializes in the renovation and rehabilitation of residential buildings and dwellings. The company specializes in updating homes using …

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    Assignment Prompt & Instructions

    Project #3: IT Audit Policy and Plans

    Company Background & Operating Environment

    Red Clay Renovations is an internationally recognized, awarding winning firm that specializes in the renovation and rehabilitation of residential buildings and dwellings. The company specializes in updating homes using “smart home” and “Internet of Things” technologies while maintaining period correct architectural characteristics. Please refer to the company profile (for additional background information and information about the company’s operating environment.

    Policy Issue & Plan of Action

    The corporate board was recently briefed by the Chief Information Officer concerning the company’s IT Security Program and how this program contributes to the company’s risk management strategy. During the briefing, the CIO presented assessment reports and audit findings from IT security audits. These audits focused upon the technical infrastructure and the effectiveness and efficiency of the company’s implementation of security controls. During the discussion period, members of the corporate board asked about audits of policy compliance and assessments as to the degree that employees were (a) aware of IT security policies and (b) complying with these policies. The Chief Information Officer was tasked with providing the following items to the board before its next quarterly meeting:

    (a) Issue Specific Policy requiring an annual compliance audit for IT security policies as documented in the company’s Policy System

    (b) Audit Plan for assessing employee awareness of and compliance with IT security policies

    a. Are employees aware of the IT security policies in the Employee Handbook?

    b. Do employees know their responsibilities under those policies?

    (c) Audit Plan for assessing the IT security policy system

    a. Do required policies exist?

    b. Have they been updated within the past year?

    c. Are the policies being reviewed and approved by the appropriate oversight authorities (managers, IT governance board, etc.)?

    Your Task Assignment

    As a staff member supporting the CISO, you have been asked to research this issue (auditing IT security policy compliance) and then prepare an “approval draft” for a compliance policy. You must also research and draft two separate audit plans (a) employee compliance and (b) policy system audit. The audit policy should not exceed two typed pages in length so you will need to be concise in your writing and only include the most important elements for the policy. Make sure that you include a requirement for an assessment report to be provided to company management and the corporate board of directors.

    • For the employee compliance assessment, you must use an interview strategy which includes 10 or more multiple choice questions that can be used to construct a web-based survey of all employees. The questions should be split between (a) awareness of key policies and (b) awareness of personal responsibilities in regards to compliance.

    • For the policy system audit, you should use a documentation assessment strategy which reviews the contents of the individual policies to determine when the policy was last updated, who “owns” the policy, who reviewed the policy, and who approved the policy for implementation.

    Research:

    1. Review the table of contents and relevant chapters in the Certified Information Privacy Professional textbook to find information about legal and regulatory drivers.

    2. Review the weekly readings including the example audit assessment report.

    3. Review work completed previously in this course which provides background about the IT Policy System and specific policies for the case study company.

    4. Find additional resources which discuss IT compliance audits and/or policy system audits.

    Write:

    1. Prepare briefing package with approval drafts of the three required documents. Place all three documents in a single MS Word (.doc or .docx) files.

    2. Your briefing package must contain the following:

    • Executive Summary

    • “Approval Drafts” for

    o Issue Specific Policy for IT Security Policy Compliance Audits

    o Audit Plan for IT Security Policy Awareness & Compliance (Employee Survey)

    o Audit Plan for IT Security Policies Audit (Documentation Review)

    As you write your policy and audit plans, make sure that you address security issues using standard cybersecurity terminology.

    3. Use a professional format for your policy documents and briefing package. Your policy documents should be consistently formatted and easy to read.

    4. You must include a cover page with the assignment title, your name, and the due date. Your reference list must be on a separate page at the end of your file. These pages do not count towards the assignment’s page count.

    5. Common phrases do not require citations. If there is doubt as to whether or not information requires attribution, provide a footnote with publication information or use APA format citations and references.

    6. You are expected to write grammatically correct English in every assignment that you submit for grading. Do not turn in any work without (a) using spell check, (b) using grammar check, (c) verifying that your punctuation is correct and (d) reviewing your work for correct word usage and correctly structured sentences and paragraphs.

    7. Consult the grading rubric for specific content and formatting requirements for this assignment.

    8. Submit your briefing package in MS Word format (.docx or .doc file) for grading using your assignment folder. (Attach the file.)

    – [\
    \
    CSIA413Project3AuditPolicyandPlansv2022.docx](https://www.sweetstudy.com/files/csia413project3auditpolicyandplansv2022-docx "CSIA413Project3AuditPolicyandPlansv2022.docx")

    – a year ago

  • [Solved] Social Isolation

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    – a year ago **files (2)** – ## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docx – ## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx **## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docx** **Geriatric Care Plan Concept Map** | | | — | |…

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    Assignment Prompt & Instructions

    – a year ago

    **files (2)**

    – ## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docx

    – ## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx

    **## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docx**

    **Geriatric Care Plan Concept Map**

    | |
    | — |
    | Risk Factors for Nursing Diagnosis (3) |
    | 1. Dementia |
    | 2. Lung disease |
    | 3. Recent viral illness |

    | |
    | — |
    | Complications to Report (3) |
    | 1. Weight loss |
    | 2. Falls |
    | 3. Dizziness |

    | |
    | — |
    | Challenges to Implementing Care Plan (3) |
    | 1. Resident’s mental capacity |
    | 2. Time |
    | 3. Etc. |

    | |
    | — |
    | Things I Learned/Surprised Me After Building Map (2) |
    | 1. |
    | 2. |

    **(Data in tables are examples – delete and fill in your own data in each)**

    | |
    | — |
    | Medical Diagnoses (2) |
    | 1. Arthritis |
    | 2. COPD |

    | |
    | — |
    | Nursing Diagnosis: 3 part |
    | Imbalanced nutrition, less than body requirements **r/t** patient’s lack of appetite and early feelings of fullness **a/e/b** patient statements of “I don’t like to eat the food here” and patient eating less than 25% of meals |

    | |
    | — |
    | Goal: Measurable & With Time Frame |
    | Patient will eat at least 50% of meals by the end of the month |

    | |
    | — |
    | Patient Education (3) |
    | 1. Counting calories |
    | 2. Role of Protein |
    | 3. Food intake goal chart |

    | |
    | — |
    | Nursing Assessment Data to Support Nursing Diagnosis (3) |
    | 1. O2 sats 88% when ambulating |
    | 2. Wheezes in lungs |
    | 3. Etc. |

    | |
    | — |
    | Labs or Tests related to Nursing Diagnosis (2) |
    | 1. Albumin |
    | 2. Hemoglobin |

    | |
    | — |
    | Nursing Interventions (3) |
    | 1. Offer small, frequent high calorie snacks |
    | 2. Ask patient what foods are appealing |
    | 3. Etc. |

    | |
    | — |
    | Rationale Behind Interventions (3- use course books and UCentral app) |
    | 1. Small, frequent meals better tolerated with breathing problems. Maximize calories taken in. (Lewis et al., 2017) |
    | 2. Involving patient in choices increases compliance. (UCentral, 2018) |
    | 3. Etc. |

    **## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx**

    **Geriatric Care Plan Concept Map and Presentation (20 points)**

    A.
    Care Plan Diagnosis Assignment

    a. Faculty will assign each student one of the following nursing diagnoses related to the geriatric population:

    · Ineffective Airway Clearance

    ·
    Mobility, Impaired Physical

    · Bowel Incontinence

    · Urinary Incontinence

    · Self-Care Deficit

    · Pain, Chronic

    · Impaired Skin Integrity

    · Social Isolation

    · Ineffective Coping

    · Impaired Memory

    B.
    Completing the Concept Map

    a. Student will complete the care plan using the concept map template below. Data in the template is an example; student to delete and insert own data. All criteria must be filled out. Student may use course textbooks and UCentral app to obtain data.

    b. Student will site sources using the examples provided as a guide in the “Rationale Behind Interventions” box.

    C.
    The Presentation (see template below)

    a. Student will present concept map to nursing faculty and clinical group during post-clinical.

    b. Student will explain each element on the map, rationale behind each component, and how each relates to the nursing diagnosis.

    c. Presentation will be allowed 15 minutes maximum. Student is expected to speak clearly and professionally. Student will address questions as appropriate.

    d. Assignment is graded by faculty while student is presenting their concept map. Therefore student needs to be sure to discuss all elements. Student may bring note cards as reminders as needed.

    e. Student must submit concept map to assignment dropbox in D2L for grade to be assigned.

    **Grading Rubric: Geriatric Care Plan Concept Map & Presentation (20 points)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Concept Map (10)** | Level 5 <br>(10-9) | Level 4 <br>(8-7) | Level 3<br>(6-5) | Level 2 <br>(4-3) | Level 1<br>(2-1) |
    | | Successfully utilizes data from resources to create a geriatric care plan concept map that illustrates connections between nursing diagnosis and all 12 of the following elements of map:<br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis and data from <br>11 of the following. Or addresses all but missing data within some elements:<br> <br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis with some error. Includes data from <br>10 of the following. Or addresses all but missing data within some elements:<br> <br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Does not utilize evidence-based data to create concept map. Presents information on fewer than 10 of the following or presents data on several but at superficial and/or inaccurate level:<br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Rudimentary concept map. No credible evidence-based material provided. Many required elements are missing or insufficiently or inaccurately addressed. |
    | **Presentation (10)** | Level 5 <br>(10-9) | Level 4 <br>(8-7) | Level 3<br>(6-5) | Level 2 <br>(4-3) | Level 1<br>(2-1) |
    | | · Professionally presents current, evidence-based, credible information from resources on nursing diagnosis to clinical group using the concept map to illustrate all key elements<br>· Shares minimum of two significant/ surprising findings with clinical group and discusses significance of each<br>· Uses professional communication skills to answer questions | · Presents current, evidence-based information from resources on nursing diagnosis to clinical group using the concept map to illustrate most, but not all elements<br>· Shares two significant/surprising findings with clinical group but with shallow discussion/ minimal information <br>· Uses professional communication skills to answer questions | · Utilizes the concept map to present evidence-based information on the nursing diagnosis but misses at least two of the required elements of the concept map<br>· Information on map does not consistently support nursing diagnosis<br>· Shares one significant/surprising finding with clinical group but with shallow discussion/ minimal information<br>· Answers questions with some difficulty | · Presents information on the nursing diagnosis but addresses only a few of the required elements of the concept map<br>· Minimal evidence is present<br>· Information on map does not consistently support nursing diagnosis<br>· Shares one significant/surprising finding with clinical group without discussion<br>· Answers questions with great difficulty | · Unable to professionally present information on nursing diagnosis in a coherent, meaningful manner<br>· Credible evidence is absent <br>· Information on map does not support nursing diagnosis<br>· Unable to identify/share a significant or surprising finding from concept map project<br>· Unable to answer questions |

    **## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx**

    **Geriatric Care Plan Concept Map and Presentation (20 points)**

    A.
    Care Plan Diagnosis Assignment

    a. Faculty will assign each student one of the following nursing diagnoses related to the geriatric population:

    · Ineffective Airway Clearance

    ·
    Mobility, Impaired Physical

    · Bowel Incontinence

    · Urinary Incontinence

    · Self-Care Deficit

    · Pain, Chronic

    · Impaired Skin Integrity

    · Social Isolation

    · Ineffective Coping

    · Impaired Memory

    B.
    Completing the Concept Map

    a. Student will complete the care plan using the concept map template below. Data in the template is an example; student to delete and insert own data. All criteria must be filled out. Student may use course textbooks and UCentral app to obtain data.

    b. Student will site sources using the examples provided as a guide in the “Rationale Behind Interventions” box.

    C.
    The Presentation (see template below)

    a. Student will present concept map to nursing faculty and clinical group during post-clinical.

    b. Student will explain each element on the map, rationale behind each component, and how each relates to the nursing diagnosis.

    c. Presentation will be allowed 15 minutes maximum. Student is expected to speak clearly and professionally. Student will address questions as appropriate.

    d. Assignment is graded by faculty while student is presenting their concept map. Therefore student needs to be sure to discuss all elements. Student may bring note cards as reminders as needed.

    e. Student must submit concept map to assignment dropbox in D2L for grade to be assigned.

    **Grading Rubric: Geriatric Care Plan Concept Map & Presentation (20 points)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Concept Map (10)** | Level 5 <br>(10-9) | Level 4 <br>(8-7) | Level 3<br>(6-5) | Level 2 <br>(4-3) | Level 1<br>(2-1) |
    | | Successfully utilizes data from resources to create a geriatric care plan concept map that illustrates connections between nursing diagnosis and all 12 of the following elements of map:<br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis and data from <br>11 of the following. Or addresses all but missing data within some elements:<br> <br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis with some error. Includes data from <br>10 of the following. Or addresses all but missing data within some elements:<br> <br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Does not utilize evidence-based data to create concept map. Presents information on fewer than 10 of the following or presents data on several but at superficial and/or inaccurate level:<br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Rudimentary concept map. No credible evidence-based material provided. Many required elements are missing or insufficiently or inaccurately addressed. |
    | **Presentation (10)** | Level 5 <br>(10-9) | Level 4 <br>(8-7) | Level 3<br>(6-5) | Level 2 <br>(4-3) | Level 1<br>(2-1) |
    | | · Professionally presents current, evidence-based, credible information from resources on nursing diagnosis to clinical group using the concept map to illustrate all key elements<br>· Shares minimum of two significant/ surprising findings with clinical group and discusses significance of each<br>· Uses professional communication skills to answer questions | · Presents current, evidence-based information from resources on nursing diagnosis to clinical group using the concept map to illustrate most, but not all elements<br>· Shares two significant/surprising findings with clinical group but with shallow discussion/ minimal information <br>· Uses professional communication skills to answer questions | · Utilizes the concept map to present evidence-based information on the nursing diagnosis but misses at least two of the required elements of the concept map<br>· Information on map does not consistently support nursing diagnosis<br>· Shares one significant/surprising finding with clinical group but with shallow discussion/ minimal information<br>· Answers questions with some difficulty | · Presents information on the nursing diagnosis but addresses only a few of the required elements of the concept map<br>· Minimal evidence is present<br>· Information on map does not consistently support nursing diagnosis<br>· Shares one significant/surprising finding with clinical group without discussion<br>· Answers questions with great difficulty | · Unable to professionally present information on nursing diagnosis in a coherent, meaningful manner<br>· Credible evidence is absent <br>· Information on map does not support nursing diagnosis<br>· Unable to identify/share a significant or surprising finding from concept map project<br>· Unable to answer questions |

    **## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docx**

    **Geriatric Care Plan Concept Map**

    | |
    | — |
    | Risk Factors for Nursing Diagnosis (3) |
    | 1. Dementia |
    | 2. Lung disease |
    | 3. Recent viral illness |

    | |
    | — |
    | Complications to Report (3) |
    | 1. Weight loss |
    | 2. Falls |
    | 3. Dizziness |

    | |
    | — |
    | Challenges to Implementing Care Plan (3) |
    | 1. Resident’s mental capacity |
    | 2. Time |
    | 3. Etc. |

    | |
    | — |
    | Things I Learned/Surprised Me After Building Map (2) |
    | 1. |
    | 2. |

    **(Data in tables are examples – delete and fill in your own data in each)**

    | |
    | — |
    | Medical Diagnoses (2) |
    | 1. Arthritis |
    | 2. COPD |

    | |
    | — |
    | Nursing Diagnosis: 3 part |
    | Imbalanced nutrition, less than body requirements **r/t** patient’s lack of appetite and early feelings of fullness **a/e/b** patient statements of “I don’t like to eat the food here” and patient eating less than 25% of meals |

    | |
    | — |
    | Goal: Measurable & With Time Frame |
    | Patient will eat at least 50% of meals by the end of the month |

    | |
    | — |
    | Patient Education (3) |
    | 1. Counting calories |
    | 2. Role of Protein |
    | 3. Food intake goal chart |

    | |
    | — |
    | Nursing Assessment Data to Support Nursing Diagnosis (3) |
    | 1. O2 sats 88% when ambulating |
    | 2. Wheezes in lungs |
    | 3. Etc. |

    | |
    | — |
    | Labs or Tests related to Nursing Diagnosis (2) |
    | 1. Albumin |
    | 2. Hemoglobin |

    | |
    | — |
    | Nursing Interventions (3) |
    | 1. Offer small, frequent high calorie snacks |
    | 2. Ask patient what foods are appealing |
    | 3. Etc. |

    | |
    | — |
    | Rationale Behind Interventions (3- use course books and UCentral app) |
    | 1. Small, frequent meals better tolerated with breathing problems. Maximize calories taken in. (Lewis et al., 2017) |
    | 2. Involving patient in choices increases compliance. (UCentral, 2018) |
    | 3. Etc. |

    **## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx**

    **Geriatric Care Plan Concept Map and Presentation (20 points)**

    A.
    Care Plan Diagnosis Assignment

    a. Faculty will assign each student one of the following nursing diagnoses related to the geriatric population:

    · Ineffective Airway Clearance

    ·
    Mobility, Impaired Physical

    · Bowel Incontinence

    · Urinary Incontinence

    · Self-Care Deficit

    · Pain, Chronic

    · Impaired Skin Integrity

    · Social Isolation

    · Ineffective Coping

    · Impaired Memory

    B.
    Completing the Concept Map

    a. Student will complete the care plan using the concept map template below. Data in the template is an example; student to delete and insert own data. All criteria must be filled out. Student may use course textbooks and UCentral app to obtain data.

    b. Student will site sources using the examples provided as a guide in the “Rationale Behind Interventions” box.

    C.
    The Presentation (see template below)

    a. Student will present concept map to nursing faculty and clinical group during post-clinical.

    b. Student will explain each element on the map, rationale behind each component, and how each relates to the nursing diagnosis.

    c. Presentation will be allowed 15 minutes maximum. Student is expected to speak clearly and professionally. Student will address questions as appropriate.

    d. Assignment is graded by faculty while student is presenting their concept map. Therefore student needs to be sure to discuss all elements. Student may bring note cards as reminders as needed.

    e. Student must submit concept map to assignment dropbox in D2L for grade to be assigned.

    **Grading Rubric: Geriatric Care Plan Concept Map & Presentation (20 points)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Concept Map (10)** | Level 5 <br>(10-9) | Level 4 <br>(8-7) | Level 3<br>(6-5) | Level 2 <br>(4-3) | Level 1<br>(2-1) |
    | | Successfully utilizes data from resources to create a geriatric care plan concept map that illustrates connections between nursing diagnosis and all 12 of the following elements of map:<br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis and data from <br>11 of the following. Or addresses all but missing data within some elements:<br> <br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis with some error. Includes data from <br>10 of the following. Or addresses all but missing data within some elements:<br> <br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Does not utilize evidence-based data to create concept map. Presents information on fewer than 10 of the following or presents data on several but at superficial and/or inaccurate level:<br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Rudimentary concept map. No credible evidence-based material provided. Many required elements are missing or insufficiently or inaccurately addressed. |
    | **Presentation (10)** | Level 5 <br>(10-9) | Level 4 <br>(8-7) | Level 3<br>(6-5) | Level 2 <br>(4-3) | Level 1<br>(2-1) |
    | | · Professionally presents current, evidence-based, credible information from resources on nursing diagnosis to clinical group using the concept map to illustrate all key elements<br>· Shares minimum of two significant/ surprising findings with clinical group and discusses significance of each<br>· Uses professional communication skills to answer questions | · Presents current, evidence-based information from resources on nursing diagnosis to clinical group using the concept map to illustrate most, but not all elements<br>· Shares two significant/surprising findings with clinical group but with shallow discussion/ minimal information <br>· Uses professional communication skills to answer questions | · Utilizes the concept map to present evidence-based information on the nursing diagnosis but misses at least two of the required elements of the concept map<br>· Information on map does not consistently support nursing diagnosis<br>· Shares one significant/surprising finding with clinical group but with shallow discussion/ minimal information<br>· Answers questions with some difficulty | · Presents information on the nursing diagnosis but addresses only a few of the required elements of the concept map<br>· Minimal evidence is present<br>· Information on map does not consistently support nursing diagnosis<br>· Shares one significant/surprising finding with clinical group without discussion<br>· Answers questions with great difficulty | · Unable to professionally present information on nursing diagnosis in a coherent, meaningful manner<br>· Credible evidence is absent <br>· Information on map does not support nursing diagnosis<br>· Unable to identify/share a significant or surprising finding from concept map project<br>· Unable to answer questions |

    **## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docx**

    **Geriatric Care Plan Concept Map**

    | |
    | — |
    | Risk Factors for Nursing Diagnosis (3) |
    | 1. Dementia |
    | 2. Lung disease |
    | 3. Recent viral illness |

    | |
    | — |
    | Complications to Report (3) |
    | 1. Weight loss |
    | 2. Falls |
    | 3. Dizziness |

    | |
    | — |
    | Challenges to Implementing Care Plan (3) |
    | 1. Resident’s mental capacity |
    | 2. Time |
    | 3. Etc. |

    | |
    | — |
    | Things I Learned/Surprised Me After Building Map (2) |
    | 1. |
    | 2. |

    **(Data in tables are examples – delete and fill in your own data in each)**

    | |
    | — |
    | Medical Diagnoses (2) |
    | 1. Arthritis |
    | 2. COPD |

    | |
    | — |
    | Nursing Diagnosis: 3 part |
    | Imbalanced nutrition, less than body requirements **r/t** patient’s lack of appetite and early feelings of fullness **a/e/b** patient statements of “I don’t like to eat the food here” and patient eating less than 25% of meals |

    | |
    | — |
    | Goal: Measurable & With Time Frame |
    | Patient will eat at least 50% of meals by the end of the month |

    | |
    | — |
    | Patient Education (3) |
    | 1. Counting calories |
    | 2. Role of Protein |
    | 3. Food intake goal chart |

    | |
    | — |
    | Nursing Assessment Data to Support Nursing Diagnosis (3) |
    | 1. O2 sats 88% when ambulating |
    | 2. Wheezes in lungs |
    | 3. Etc. |

    | |
    | — |
    | Labs or Tests related to Nursing Diagnosis (2) |
    | 1. Albumin |
    | 2. Hemoglobin |

    | |
    | — |
    | Nursing Interventions (3) |
    | 1. Offer small, frequent high calorie snacks |
    | 2. Ask patient what foods are appealing |
    | 3. Etc. |

    | |
    | — |
    | Rationale Behind Interventions (3- use course books and UCentral app) |
    | 1. Small, frequent meals better tolerated with breathing problems. Maximize calories taken in. (Lewis et al., 2017) |
    | 2. Involving patient in choices increases compliance. (UCentral, 2018) |
    | 3. Etc. |

    **## ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx**

    **Geriatric Care Plan Concept Map and Presentation (20 points)**

    A.
    Care Plan Diagnosis Assignment

    a. Faculty will assign each student one of the following nursing diagnoses related to the geriatric population:

    · Ineffective Airway Clearance

    ·
    Mobility, Impaired Physical

    · Bowel Incontinence

    · Urinary Incontinence

    · Self-Care Deficit

    · Pain, Chronic

    · Impaired Skin Integrity

    · Social Isolation

    · Ineffective Coping

    · Impaired Memory

    B.
    Completing the Concept Map

    a. Student will complete the care plan using the concept map template below. Data in the template is an example; student to delete and insert own data. All criteria must be filled out. Student may use course textbooks and UCentral app to obtain data.

    b. Student will site sources using the examples provided as a guide in the “Rationale Behind Interventions” box.

    C.
    The Presentation (see template below)

    a. Student will present concept map to nursing faculty and clinical group during post-clinical.

    b. Student will explain each element on the map, rationale behind each component, and how each relates to the nursing diagnosis.

    c. Presentation will be allowed 15 minutes maximum. Student is expected to speak clearly and professionally. Student will address questions as appropriate.

    d. Assignment is graded by faculty while student is presenting their concept map. Therefore student needs to be sure to discuss all elements. Student may bring note cards as reminders as needed.

    e. Student must submit concept map to assignment dropbox in D2L for grade to be assigned.

    **Grading Rubric: Geriatric Care Plan Concept Map & Presentation (20 points)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Concept Map (10)** | Level 5 <br>(10-9) | Level 4 <br>(8-7) | Level 3<br>(6-5) | Level 2 <br>(4-3) | Level 1<br>(2-1) |
    | | Successfully utilizes data from resources to create a geriatric care plan concept map that illustrates connections between nursing diagnosis and all 12 of the following elements of map:<br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis and data from <br>11 of the following. Or addresses all but missing data within some elements:<br> <br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis with some error. Includes data from <br>10 of the following. Or addresses all but missing data within some elements:<br> <br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Does not utilize evidence-based data to create concept map. Presents information on fewer than 10 of the following or presents data on several but at superficial and/or inaccurate level:<br>· 3-part nursing diagnosis<br>· Medical diagnoses (2)<br>· Risk Factors (3)<br>· Complications (3)<br>· Assessment Data (3)<br>· Labs/tests (2)<br>· Goal with measurable time frame<br>· Nursing process- at least three relevant interventions (3)<br>· Discussion of rationale for each intervention with citations (3)<br>· Patient Education (3)<br>· Challenges (3)<br>· Learning/Surprises (2) | Rudimentary concept map. No credible evidence-based material provided. Many required elements are missing or insufficiently or inaccurately addressed. |
    | **Presentation (10)** | Level 5 <br>(10-9) | Level 4 <br>(8-7) | Level 3<br>(6-5) | Level 2 <br>(4-3) | Level 1<br>(2-1) |
    | | · Professionally presents current, evidence-based, credible information from resources on nursing diagnosis to clinical group using the concept map to illustrate all key elements<br>· Shares minimum of two significant/ surprising findings with clinical group and discusses significance of each<br>· Uses professional communication skills to answer questions | · Presents current, evidence-based information from resources on nursing diagnosis to clinical group using the concept map to illustrate most, but not all elements<br>· Shares two significant/surprising findings with clinical group but with shallow discussion/ minimal information <br>· Uses professional communication skills to answer questions | · Utilizes the concept map to present evidence-based information on the nursing diagnosis but misses at least two of the required elements of the concept map<br>· Information on map does not consistently support nursing diagnosis<br>· Shares one significant/surprising finding with clinical group but with shallow discussion/ minimal information<br>· Answers questions with some difficulty | · Presents information on the nursing diagnosis but addresses only a few of the required elements of the concept map<br>· Minimal evidence is present<br>· Information on map does not consistently support nursing diagnosis<br>· Shares one significant/surprising finding with clinical group without discussion<br>· Answers questions with great difficulty | · Unable to professionally present information on nursing diagnosis in a coherent, meaningful manner<br>· Credible evidence is absent <br>· Information on map does not support nursing diagnosis<br>· Unable to identify/share a significant or surprising finding from concept map project<br>· Unable to answer questions |

  • [Solved] please read below for further instructions

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    We are a highly technical society. Our everyday lives revolve around the Internet: we benefit from the Internet, but we can also be victims of cyber criminals. To understand how criminals use the Internet to their advantage, one must understand how we communicate on the Internet. In this paper, you …

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    Assignment Prompt & Instructions

    We are a highly technical society.  Our everyday lives revolve around the Internet: we benefit from the Internet, but we can also be victims of cyber criminals.  To understand how criminals use the Internet to their advantage, one must understand how we communicate on the Internet.  In this paper, you are required to describe in detail how we communicate on the Internet, based upon your readings.  Discuss the major networking building blocks and their functions.  Secondly, discuss software applications' vulnerabilities, such as those found in web browser

    1. Document Format.

    a.  MS Word document

    b.  One-inch (1”) margins

    c.  Times New Roman font

    d.  Twelve (12) pitch

    e.  Not including your title page, this assignment should be 4-6 pages.

    f.  Double space, except for your bibliography’s citations.

    g. You must use 5 scholarly sources in supporting this assignment.

    2. Citation Format: _The Chicago Manual of Style._ As stated in the Academic Integrity Briefings, information taken directly from another source must be placed in quotations and cited following the Chicago format contained in the week one “lessons” folder. You must cite all other information from your sources, even if you do not quote directly. DIRECT QUOTING SHOULD BE KEPT TO A MINIMUM.

    – a year ago

  • [Solved] Due soon

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    A major client of your company is interested in the salary distributions of jobs in the state of Minnesota that range from $30,000 to $200,000 per year. As a Business Analyst, your boss asks you to research and analyze the salary distributions. You are given a spreadsheet that contains the following…

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    Assignment Prompt & Instructions

    A major client of your company is interested in the salary distributions of jobs in the state of Minnesota that range from $30,000 to $200,000 per year. As a Business Analyst, your boss asks you to research and analyze the salary distributions. You are given a spreadsheet that contains the following information:

    – A listing of the jobs by title
    – The salary (in dollars) for each job

    **Deliverable 3 – Confidence Intervals**

    You have already explained some of the basic statistics to your client, and he really liked your work. Now he wants you to analyze the confidence intervals.

    ##### **Instructions**

    The data set in the spreadsheet consists of 599 records that you will be analyzing from the Bureau of Labor Statistics. The data set contains a listing of several jobs titles with yearly salaries ranging from approximately $30,000 to $200,000 for the state of Minnesota.

    The Excel spreadsheet contains six tabs. The first tab, labeled “data,” requires you to calculate the mean, standard deviation, and sample size using the correct Excel formulas. The next five tabs contain questions for you to complete. Ensure that you are completely answering all questions with steps shown, explanations, and correct formatting.

    – [\
    \
    STA3215Deliverable3-ConfidenceIntervals.xlsx](https://www.sweetstudy.com/files/sta3215deliverable3-confidenceintervals-xlsx "STA3215Deliverable3-ConfidenceIntervals.xlsx")

    – a year ago