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  • [Solved] part 4

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    – a year ago **files (1)** – ## 6008part4instruction.docx **## 6008part4instruction.docx** Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with …

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## 6008part4instruction.docx

    **## 6008part4instruction.docx**

    Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.

    Expand All

    **Introduction**

    **Note:** Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

    As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.

    **Background and Context**

    As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.

    As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.

    **Instructions**

    For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.

    Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

    Overall, your assessment submission will be assessed on the following criteria:

    · Summarize the health care economic issue that you are addressing.

    · Keep this brief but try to include details about how the issue is currently impacting the elected officials’ constituents.

    · Explain the positive outcomes that will occur if the issue is addressed and the negative outcomes that will occur if the issue is not addressed.

    · Tailor this messaging to focus on the impacts in the communities and organizations that are relevant to the elected official you are writing to.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Cite at least five current, scholarly sources that support your argument and help provide the elected official (who may not have a detailed knowledge of the health care environment) with an understanding of the issues, changes, or actions that you are proposing to drive improved outcomes.

    · Identify the impact your issue has on health care institutions and health care providers at the local community, state, or national level.

    · Make sure to include information from both a health care and an economic perspective. An elected official may be more responsive to one perspective than another.

    · Incorporate social justice, structural racism, and inequity principles when picking resources and making recommendations for change in your assessment.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Think about how your experiences (the experiences can be personal, professional, or from your team’s perspective or experience) affect how you have planned for the resources needed to implement your desired changes or actions. How did this impact your approach to conducting a risk analysis on the project?

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Remember to conclude your letter with a summary of your position on the issue and a compelling reason that the elected official should act in your favor and support your issue or initiative.

    **Additional Requirements**

    ·
    **Audience:** Make sure you are addressing your letter to an actual local or state official.

    · For most states, you can use the following resource:

    ·
    [Assessment 4: Lobbying for Change](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491123430006731).

    · For local officials, search your city’s government website for officials and their positions.

    ·
    **Length of Submission:** 1–2 double spaced pages. Your letter needs to be succinct and persuasive.

    ·
    **Number of References:** Cite at least five sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style.

    **## 6008part4instruction.docx**

    Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.

    Expand All

    **Introduction**

    **Note:** Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

    As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.

    **Background and Context**

    As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.

    As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.

    **Instructions**

    For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.

    Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

    Overall, your assessment submission will be assessed on the following criteria:

    · Summarize the health care economic issue that you are addressing.

    · Keep this brief but try to include details about how the issue is currently impacting the elected officials’ constituents.

    · Explain the positive outcomes that will occur if the issue is addressed and the negative outcomes that will occur if the issue is not addressed.

    · Tailor this messaging to focus on the impacts in the communities and organizations that are relevant to the elected official you are writing to.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Cite at least five current, scholarly sources that support your argument and help provide the elected official (who may not have a detailed knowledge of the health care environment) with an understanding of the issues, changes, or actions that you are proposing to drive improved outcomes.

    · Identify the impact your issue has on health care institutions and health care providers at the local community, state, or national level.

    · Make sure to include information from both a health care and an economic perspective. An elected official may be more responsive to one perspective than another.

    · Incorporate social justice, structural racism, and inequity principles when picking resources and making recommendations for change in your assessment.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Think about how your experiences (the experiences can be personal, professional, or from your team’s perspective or experience) affect how you have planned for the resources needed to implement your desired changes or actions. How did this impact your approach to conducting a risk analysis on the project?

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Remember to conclude your letter with a summary of your position on the issue and a compelling reason that the elected official should act in your favor and support your issue or initiative.

    **Additional Requirements**

    ·
    **Audience:** Make sure you are addressing your letter to an actual local or state official.

    · For most states, you can use the following resource:

    ·
    [Assessment 4: Lobbying for Change](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491123430006731).

    · For local officials, search your city’s government website for officials and their positions.

    ·
    **Length of Submission:** 1–2 double spaced pages. Your letter needs to be succinct and persuasive.

    ·
    **Number of References:** Cite at least five sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style.

  • [Solved] practical nursing

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    In-depth study guidance and analytical solution covering practical nursing.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Academic Success and Professional Development Plan Part 4: Finalizing the Plan

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    At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work. Throughout the course you have developed a…

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    Assignment Prompt & Instructions

    At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work.

    Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have thought a great deal about your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success.

    **To Prepare:**

    – Review the scope and standards of practice or competencies related to your chosen specialty in the resources for this module.
    – Review the MSN or PMC specializations offered at Walden by viewing the module resource, Walden University. (n.d.). Master of Science in Nursing (MSN).
    – Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this Assignment.
    – Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion.

    **The Assignment:**

    Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.

    – With the resources specific to the MSN or PMC specialization and the Walden University. (n.d.). Master of Science in Nursing (MSN) or PMC, shared in this module, write a paragraph or make a Nursing Specialty Comparison table, comparing at least two nursing specialties that include your selected specialization and second-preferred specialization.
    – Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN or PMC specialization. Incorporate feedback you received from colleagues in this Module’s Discussion forum.
    – Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.

    Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialties. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty.

    In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component–a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–4.

    Weekly Resources

    – Bickford, C. J., Marion, L., & Gazaway, S. (2015). [Nursing: Scope and standards of practice, third edition – 2015Links to an external site.](http://ebooks.iospress.nl/publication/12524). Retrieved from http://ebooks.iospress.nl/publication/12524
    – Cherry, B., Caramanica, L, Everett, L. Q., Fennimore, L., & Elaine, S. (2019). [Leveraging the power of board leadership in professional nursing organizationsLinks to an external site.](https://openathens.ovid.com/OAKeystone/deeplink?idpselect=https://idp.waldenu.edu/openathens&entityID=https://idp.waldenu.edu/openathens&T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00005110-201911000-00002&LSLINK=80&D=ovft). _JONA: The Journal of Nursing Administration, 49_(11), 517-519.
    – Echevarria, I. M. (2018). [Make connections by joining a professional nursing organizationLinks to an external site.](https://openathens.ovid.com/OAKeystone/deeplink?idpselect=https://idp.waldenu.edu/openathens&entityID=https://idp.waldenu.edu/openathens&T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201812000-00012&LSLINK=80&D=ovft). _Nursing_, 48(12), 35–38.
    – Truant, R., & Chan, R. J. (2017). [Future ready: Strengthening oncology nursing leadership in the context of professional oncology nursing organizationsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=121616103&site=ehost-live&scope=site&authtype=shib&custid=s6527200). _Canadian Oncology Nursing Journal_, 27(1), 2-4.
    – Walden University. (n.d.). [Master of Science in Nursing (MSN)Links to an external site.](https://www.waldenu.edu/masters/master-of-science-in-nursing). Retrieved November 14, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
    – **Adult-Gerontology Acute Care and Primary Care NP Competencies**

    **Website: AGAC and ACPC NP Competencies**

    Adult-Gerontology NP Competencies Work Group. (2016). [_Adult-gerontology acute care and primary care NP competencies_Links to an external site.](https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/NP_Adult_Geri_competencies_4.pdf). https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/NP_Adult_Geri_competencies_4.pdf

    – [\
    \
    MD3Assgn_Quintans_L.docx](https://www.sweetstudy.com/files/md3assgn-quintans-l-docx "MD3Assgn_Quintans_L.docx")
    – [\
    \
    Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10276441 "Rubric.pdf")

    – a year ago

  • [Solved] Assessing a Healthcare Program/Policy Evaluation

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    Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about pro…

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    Assignment Prompt & Instructions

    Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.

    Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy.

    **To Prepare:**

    – Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
    – Select an existing healthcare program or policy evaluation or choose one of interest to you.
    – Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

    **The Assignment: (2–3 p)**

    Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

    – Describe the healthcare program or policy outcomes.
    – How was the success of the program or policy measured?
    – How many people were reached by the program or policy selected?
    – How much of an impact was realized with the program or policy selected?
    – At what point in program implementation was the program or policy evaluation conducted?
    – What data was used to conduct the program or policy evaluation?
    – What specific information on unintended consequences was identified?
    – What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
    – Did the program or policy meet the original intent and objectives? Why or why not?
    – Would you recommend implementing this program or policy in your place of work? Why or why not?
    – Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

    Weekly Resources

    – Short, N. M. (2019). _Milstead's health policy and politics: A nurse's guide_ (7th ed.). Jones & Bartlett Learning.

    – Chapter 8, “Health Policy and Social Program Evaluation” (pp. 177–192)
    – Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). [Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transitionLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=10595993&site=eds-live&scope=site&authtype=shib&custid=s6527200). _American Journal of Public Health, 93_(8), 1261–1267.
    – Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., & Hedges, J. R. (2016). [Leading by success: Impact of a clinical and translational research infrastructure program to address health inequitiesLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5409875). _Journal of Racial and Ethnic Health Disparities, 4_(5), 983–991.
    – Williams, J. K., & Anderson, C. M. (2018). [Omics research ethics considerationsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0029655418300617). _Nursing Outlook, 66_(4), 386–393.

    – [\
    \
    USW1_NURS_6050_HealthcareProgram-PolicyEvaluationAnalysisTemplate.doc](https://www.sweetstudy.com/files/usw1-nurs-6050-healthcareprogram-policyevaluationanalysistemplate-doc-10276435 "USW1_NURS_6050_HealthcareProgram-PolicyEvaluationAnalysisTemplate.doc")
    – [\
    \
    RUBRIC.pdf](https://www.sweetstudy.com/files/rubric-pdf-10276437 "RUBRIC.pdf")

    – a year ago

  • [Solved] 460Topic 2 DQ 2

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    What are some key nursing theories or conceptual models that play a significant role in nursing practice? Select one of these theories or conceptual models and discuss how it can be applied in a health care scenario for a patient with complex needs. Initial discussion question posts should be a mini…

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    Assignment Prompt & Instructions

    What are some key nursing theories or conceptual models that play a significant role in nursing practice? Select one of these theories or conceptual models and discuss how it can be applied in a health care scenario for a patient with complex needs.

    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.

    – a year ago

  • [Solved] 460Topic 2 DQ 1

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    For patients admitted to the ICU, what are two ethical considerations a nurse will use to help facilitate the patient's mental and spiritual well-being? What are some ways in which you can be an advocate that are consistent with the Christian worldview? Initial discussion question posts should be a …

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    Assignment Prompt & Instructions

    For patients admitted to the ICU, what are two ethical considerations a nurse will use to help facilitate the patient's mental and spiritual well-being? What are some ways in which you can be an advocate that are consistent with the Christian worldview?

    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.

    – a year ago

  • [Solved] 460Timothy Smith – Intensive Care Unit

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    Use the "Case Study: Timothy Smith – ICU" template to complete the assignment. This case study has indirect care experience requirements. The "NRS-460 – Case Studies: Indirect Care Experience Hours" form, found in the Topic 1 Resources, will be used to document the indirect care experience hours com…

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    Assignment Prompt & Instructions

    Use the "Case Study: Timothy Smith – ICU" template to complete the assignment.

    This case study has indirect care experience requirements. The "NRS-460 – Case Studies: Indirect Care Experience Hours" form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the case study. As progress is made on the case study, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

    You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the past 5 years and appropriate for the assignment criteria and relevant to nursing practice.

    While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    – a year ago

  • [Solved] Global Healthcare Comparison Matrix and Narrative Statement

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    If you talk about a possible poor health outcome, do you believe that outcome will occur? Do you believe eye contact and personal contact should be avoided? You would have a difficult time practicing as a nurse if you believed these to be true. But they are very real beliefs in some cultures. Differ…

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    Assignment Prompt & Instructions

    If you talk about a possible poor health outcome, do you believe that outcome will occur? Do you believe eye contact and personal contact should be avoided?

    You would have a difficult time practicing as a nurse if you believed these to be true. But they are very real beliefs in some cultures.

    Differences in cultural beliefs, subcultures, religion, ethnic customs, dietary customs, language, and a host of other factors contribute to the complex environment that surrounds global healthcare issues. Failure to understand and account for these differences can create a gulf between practitioners and the public they serve.

    In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country.

    **To Prepare:**

    – Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
    – Select at least one additional country to compare to the U.S. for this Assignment.
    – Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
    – Review and download the Global Health Comparison Matrix provided in the Resources.

    **The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change)**

    **Part 1: Global Health Comparison Matrix**

    Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

    – Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
    – Explain the strengths and weaknesses of each policy.
    – Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
    – Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
    – Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
    – Explain how the health policy you selected might impact the role of the nurse in each country.
    – Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.

    **Part 2: A Plan for Social Change**

    Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.

    In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

    – Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.
    – Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
    – Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples.

    Assignment document should include:

    1. Title page
    2. Introductory paragraph
    3. Global health comparison matrix
    4. Plan for social change
    5. Conclusion
    6. References

    Weekly Resources

    Short, N. M. (2022). _Milstead's health policy and politics: A nurse's guide_ (7th ed.). Jones & Bartlett Learning.

    – Chapter 11, “The Impact of Nurse Influence on Global Health Policy” (pp. 263–273)
    – Recommended Reading: Chapter 2, "News Literacy" (pp. 27–55)
    – Bias Within the Media,
    – Bias Within Health Care, and
    – Strategies to Minimize Bias
    – Corless, I. B., Nardi, D., Milstead, J. A., Larson, E., Nokes, K. M., Orsega, S., Kurth, A. E., … Woith, W. (2018). [Expanding nursing’s role in responding to global pandemicsLinks to an external site.](https://doi.org/10.1016/j.outlook.2018.06.003). _Nursing Outlook, 66_(4), 412–415.
    – Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2017). [Global action on the social determinants of healthLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://dx.doi.org/10.1136/bmjgh-2017-000603). _BMJ Global Health, 3_(1).
    – Sandoval-Almazana, R., & Gil-Garcia, J. R. (2011). [Are government internet portals evolving towards more interaction, participation, and collaboration? Revisiting the rhetoric of e-government among municipalitiesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0740624X11001110%3Fvia%253Dihub). _Government Information Quarterly, 29_(Suppl. 1), S72–S81.
    – Walden University Library. (n.d.). [_Social determinants of healthLinks to an external site._](https://academicguides.waldenu.edu/Library/sdoh). Walden University. https://academicguides.waldenu.edu/Library/sdoh
    – World Health Organization (WHO). (2021). [_World Health Organization__(WHO)_Links to an external site.](http://www.who.int/). http://www.who.int

    – [\
    \
    USW1_NURS_6050_GlobalHealthComparisonGridTemplate.doc](https://www.sweetstudy.com/files/usw1-nurs-6050-globalhealthcomparisongridtemplate-doc-10276443 "USW1_NURS_6050_GlobalHealthComparisonGridTemplate.doc")
    – [\
    \
    RUBRIC.pdf](https://www.sweetstudy.com/files/rubric-pdf-10276453 "RUBRIC.pdf")

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

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    Executive Solution Overview

    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