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  • [Solved] help with criminology

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **criminology help** – a year ago

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **criminology help**

    – a year ago

  • [Solved] Fieldwork Project Interview Questions

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  • [Solved] Can this be done in 4 hours? 3pages

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    – a year ago **files (1)** – ## wk3assn5025.docx **## wk3assn5025.docx** ### **Overview** Social workers are often engrossed in providing quality of care, managing caseloads, attending meetings, collaborating on projects, conducting interviews, leading interventions, and working closely with clients…

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    – a year ago

    **files (1)**

    – ## wk3assn5025.docx

    **## wk3assn5025.docx**

    ### **Overview**

    Social workers are often engrossed in providing quality of care, managing caseloads, attending meetings, collaborating on projects, conducting interviews, leading interventions, and working closely with clients, but the perspective of the client may be lost in the busy day of the social service provider. To better understand the agency experience, this assignment will give you the opportunity to view the agency from the client's perspective.

    By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and general practices:

    · Competency 1: Demonstrate Ethical and Professional Behavior.

    · C1.GP.A: Make ethical decisions by applying the standards of the National Association of Social Workers Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to the context.

    · Related Assignment Criteria:

    ·
    _Explain how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site._

    · Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice.

    · C2.GP.A: Advocate for human rights at the individual, family, group, organizational, and community system levels.

    · Related Assignment Criteria:

    ·
    _Describe two clear recommendations based on observations and analysis for the waiting area that promote human rights and social, racial, economic, and environmental justice._

    · C2.GP.B: Engage in practices that advance human rights to promote social, racial, economic, and environmental justice.

    · Related Assignment Criteria:

    ·
    _Describe the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice._

    ·
    _Analyze how the waiting room or lobby impacts the dignity and worth of the client._

    · Competency 3: .

    · C3.GP.B: Demonstrate cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences.

    · Related Assignment Criteria:

    ·
    _Self-reflect on the experience of a client at this organization and consider your own power, privilege, and lived experience._

    ### **Assignment Description**

    In this assignment, you will experience a social work agency or organization by imagining and reflecting on the client's perspective. These reflections will be based on an on-site observation of the social work agency or organization. You may use your placement site or an agency that is closely connected to your site. You should not use personal experiences where you are the client for this assignment.

    ### **Assignment Instructions**

    1. Discuss this assignment with your site supervisor.

    2. Access and review the
    NASW Code of Ethics

    3.
    Links to an external site.

    4. from the National Association of Social Workers (NASW) website.

    5. Visit the social work agency or organization (this can be your practicum site) and spend 30 minutes in the waiting room or lobby. Imagine you are a client. Write about your client experience in a 3–5 page reflection paper:

    · Describe the waiting room or lobby and front office personnel. How does the area look, smell, and feel? How do the front office personnel, social workers, and other employees greet and communicate (verbally and non-verbally) with the clients in the waiting area? Include any observations related to the client and staff diversity as well as how communication may or may not effectively address diversity. Consider ADEI principles as well as human rights and social, racial, economic, and environmental justice and how those are promoted or not in this space.

    · Analyze how the waiting room or lobby impacts the dignity and worth of the client. What feelings do you have, based on the waiting area and the personnel working there? If you were a client, how would you describe your experience in the waiting area?

    · Self-reflect on the experience of a client at this organization and consider your own power, privilege, and lived experience.

    · Explain how the National Association of Social Workers Code of Ethics can be applied to support clients served at your practicum site.

    · Based on observations and analysis, provide two clear recommendations for the waiting area that promote human rights and social, racial, economic, and environmental justice.

    ### **Additional Requirements**

    The assignment you submit is expected to meet the following requirements:

    ·
    **Written communication:** Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Refer to the
    Evidence and APA

    ·
    Links to an external site.

    · Campus page for more guidance.

    ·
    **Length of paper:** 3–5 pages.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Demonstrate ethical and professional behavior. (Competency 1)

    · Explain how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site. (C1.GP.A)

    · Competency 2: Advance human rights and social, racial, economic, and environmental justice. (Competency 2)

    · Describe the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice. (C2.GP.B)

    · Analyze how the waiting room or lobby impacts the dignity and worth of the client. (C2.GP.B)

    · Describe two clear recommendations based on observations and analysis for the waiting area that promote human rights and social, racial, economic, and environmental justice. (C2.GP.A)

    · Competency 3: Engage anti-racism, diversity, equity, and inclusion (ADEI) in practice. (Competency 3)

    · Self-reflect on the experience of a client at this organization and consider your own power, privilege, and lived experience. (C3.GP.B)

    · Competency 10: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Apply the standard writing conventions for the discipline, including structure, voice, person, and tone.

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Week 3 Assignment 2: The Client Experience** |
    | **Criteria** | **Ratings** | **Pts** |
    | Describe the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice. (C2.GP.B) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Describes the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice, and provides clear examples.<br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Describes the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice.<br>**18.9 to >0 pts**<br>**BASIC**<br>Describes the waiting room or lobby and front office personnel with limited consideration of ADEI principles as well as human rights and social, racial, economic, and environmental justice.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe the waiting room or lobby and front office personnel. | / 27 pts |
    | Analyze how the waiting room or lobby impacts the dignity and worth of the client. (C2.GP.B) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Analyzes how the waiting room or lobby impacts the dignity and worth of the client, and provides clear examples.<br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Analyzes how the waiting room or lobby impacts the dignity and worth of the client.<br>**18.9 to >0 pts**<br>**BASIC**<br>Describes how the waiting room or lobby impacts the dignity and worth of the client.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe how the waiting room or lobby impacts the dignity and worth of the client. | / 27 pts |
    | Explain how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site. (C1.GP.A) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Analyzes how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site, citing support from the NASW Code of Ethics. <br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Explains how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site.<br>**18.9 to >0 pts**<br>**BASIC**<br>Identifies that the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify that the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site. | / 27 pts |
    | Self-reflect on the experience of a client at this organization and consider your own power, privilege, and lived experience. (C3.GP.B) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Provides a clear self-reflection on the experience of a client at this organization and considering your own power, privilege, and lived experience, and including clear examples.<br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Self-reflects on the experience of a client at this organization and consider your own power, privilege, and lived experience.<br>**18.9 to >0 pts**<br>**BASIC**<br>Provides a self-reflection on the experience of a client at this organization, but does not consider your own power, privilege, and lived experience.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not provide a self-reflection on the experience of a client at this organization or consider your own power, privilege, and lived experience. | / 27 pts |
    | Describe two clear recommendations based on observations and analysis for the waiting area that promote human rights and social, racial, economic, and environmental justice. (C2.GP.A) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Describe two clear recommendations based on observations and analysis for the waiting area that promotes human rights and social, racial, economic, and environmental justice. Clear examples and rationale are provided.<br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Describes two clear recommendations based on observations and analysis for the waiting area that promotes human rights and social, racial, economic, and environmental justice.<br>**18.9 to >0 pts**<br>**BASIC**<br>Describe two recommendations based on observations and analysis for the waiting area that promote human rights and social, racial, economic, and environmental justice, but it is not clear.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not provide recommendations for waiting areas that promote human rights and social, racial, economic, and environmental justice. | / 27 pts |
    | Apply the standard writing conventions for the discipline, including structure, voice, person, and tone. | **15 to >12.75 pts**<br>**DISTINGUISHED**<br>Exhibits strict adherence to the standard writing conventions for the discipline. Elements of structure, voice, person, and tone are well-matched to the intended audience.<br>**12.75 to >10.5 pts**<br>**PROFICIENT**<br>Applies the standard writing conventions for the discipline, including structure, voice, person, and tone.<br>**10.5 to >0 pts**<br>**BASIC**<br>Applies writing conventions that are inconsistent with disciplinary standards or inappropriate for the intended audience.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not apply the standard writing conventions for the discipline. | / 15 pts |
    | Total Points: 0 |

    **## wk3assn5025.docx**

    ### **Overview**

    Social workers are often engrossed in providing quality of care, managing caseloads, attending meetings, collaborating on projects, conducting interviews, leading interventions, and working closely with clients, but the perspective of the client may be lost in the busy day of the social service provider. To better understand the agency experience, this assignment will give you the opportunity to view the agency from the client's perspective.

    By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and general practices:

    · Competency 1: Demonstrate Ethical and Professional Behavior.

    · C1.GP.A: Make ethical decisions by applying the standards of the National Association of Social Workers Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to the context.

    · Related Assignment Criteria:

    ·
    _Explain how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site._

    · Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice.

    · C2.GP.A: Advocate for human rights at the individual, family, group, organizational, and community system levels.

    · Related Assignment Criteria:

    ·
    _Describe two clear recommendations based on observations and analysis for the waiting area that promote human rights and social, racial, economic, and environmental justice._

    · C2.GP.B: Engage in practices that advance human rights to promote social, racial, economic, and environmental justice.

    · Related Assignment Criteria:

    ·
    _Describe the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice._

    ·
    _Analyze how the waiting room or lobby impacts the dignity and worth of the client._

    · Competency 3: .

    · C3.GP.B: Demonstrate cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences.

    · Related Assignment Criteria:

    ·
    _Self-reflect on the experience of a client at this organization and consider your own power, privilege, and lived experience._

    ### **Assignment Description**

    In this assignment, you will experience a social work agency or organization by imagining and reflecting on the client's perspective. These reflections will be based on an on-site observation of the social work agency or organization. You may use your placement site or an agency that is closely connected to your site. You should not use personal experiences where you are the client for this assignment.

    ### **Assignment Instructions**

    1. Discuss this assignment with your site supervisor.

    2. Access and review the
    NASW Code of Ethics

    3.
    Links to an external site.

    4. from the National Association of Social Workers (NASW) website.

    5. Visit the social work agency or organization (this can be your practicum site) and spend 30 minutes in the waiting room or lobby. Imagine you are a client. Write about your client experience in a 3–5 page reflection paper:

    · Describe the waiting room or lobby and front office personnel. How does the area look, smell, and feel? How do the front office personnel, social workers, and other employees greet and communicate (verbally and non-verbally) with the clients in the waiting area? Include any observations related to the client and staff diversity as well as how communication may or may not effectively address diversity. Consider ADEI principles as well as human rights and social, racial, economic, and environmental justice and how those are promoted or not in this space.

    · Analyze how the waiting room or lobby impacts the dignity and worth of the client. What feelings do you have, based on the waiting area and the personnel working there? If you were a client, how would you describe your experience in the waiting area?

    · Self-reflect on the experience of a client at this organization and consider your own power, privilege, and lived experience.

    · Explain how the National Association of Social Workers Code of Ethics can be applied to support clients served at your practicum site.

    · Based on observations and analysis, provide two clear recommendations for the waiting area that promote human rights and social, racial, economic, and environmental justice.

    ### **Additional Requirements**

    The assignment you submit is expected to meet the following requirements:

    ·
    **Written communication:** Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Refer to the
    Evidence and APA

    ·
    Links to an external site.

    · Campus page for more guidance.

    ·
    **Length of paper:** 3–5 pages.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Demonstrate ethical and professional behavior. (Competency 1)

    · Explain how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site. (C1.GP.A)

    · Competency 2: Advance human rights and social, racial, economic, and environmental justice. (Competency 2)

    · Describe the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice. (C2.GP.B)

    · Analyze how the waiting room or lobby impacts the dignity and worth of the client. (C2.GP.B)

    · Describe two clear recommendations based on observations and analysis for the waiting area that promote human rights and social, racial, economic, and environmental justice. (C2.GP.A)

    · Competency 3: Engage anti-racism, diversity, equity, and inclusion (ADEI) in practice. (Competency 3)

    · Self-reflect on the experience of a client at this organization and consider your own power, privilege, and lived experience. (C3.GP.B)

    · Competency 10: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Apply the standard writing conventions for the discipline, including structure, voice, person, and tone.

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Week 3 Assignment 2: The Client Experience** |
    | **Criteria** | **Ratings** | **Pts** |
    | Describe the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice. (C2.GP.B) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Describes the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice, and provides clear examples.<br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Describes the waiting room or lobby and front office personnel, considering ADEI principles as well as human rights and social, racial, economic, and environmental justice.<br>**18.9 to >0 pts**<br>**BASIC**<br>Describes the waiting room or lobby and front office personnel with limited consideration of ADEI principles as well as human rights and social, racial, economic, and environmental justice.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe the waiting room or lobby and front office personnel. | / 27 pts |
    | Analyze how the waiting room or lobby impacts the dignity and worth of the client. (C2.GP.B) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Analyzes how the waiting room or lobby impacts the dignity and worth of the client, and provides clear examples.<br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Analyzes how the waiting room or lobby impacts the dignity and worth of the client.<br>**18.9 to >0 pts**<br>**BASIC**<br>Describes how the waiting room or lobby impacts the dignity and worth of the client.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe how the waiting room or lobby impacts the dignity and worth of the client. | / 27 pts |
    | Explain how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site. (C1.GP.A) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Analyzes how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site, citing support from the NASW Code of Ethics. <br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Explains how the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site.<br>**18.9 to >0 pts**<br>**BASIC**<br>Identifies that the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify that the National Association of Social Workers (NASW) Code of Ethics can be applied to support clients served at your practicum site. | / 27 pts |
    | Self-reflect on the experience of a client at this organization and consider your own power, privilege, and lived experience. (C3.GP.B) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Provides a clear self-reflection on the experience of a client at this organization and considering your own power, privilege, and lived experience, and including clear examples.<br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Self-reflects on the experience of a client at this organization and consider your own power, privilege, and lived experience.<br>**18.9 to >0 pts**<br>**BASIC**<br>Provides a self-reflection on the experience of a client at this organization, but does not consider your own power, privilege, and lived experience.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not provide a self-reflection on the experience of a client at this organization or consider your own power, privilege, and lived experience. | / 27 pts |
    | Describe two clear recommendations based on observations and analysis for the waiting area that promote human rights and social, racial, economic, and environmental justice. (C2.GP.A) | **27 to >22.95 pts**<br>**DISTINGUISHED**<br>Describe two clear recommendations based on observations and analysis for the waiting area that promotes human rights and social, racial, economic, and environmental justice. Clear examples and rationale are provided.<br>**22.95 to >18.9 pts**<br>**PROFICIENT**<br>Describes two clear recommendations based on observations and analysis for the waiting area that promotes human rights and social, racial, economic, and environmental justice.<br>**18.9 to >0 pts**<br>**BASIC**<br>Describe two recommendations based on observations and analysis for the waiting area that promote human rights and social, racial, economic, and environmental justice, but it is not clear.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not provide recommendations for waiting areas that promote human rights and social, racial, economic, and environmental justice. | / 27 pts |
    | Apply the standard writing conventions for the discipline, including structure, voice, person, and tone. | **15 to >12.75 pts**<br>**DISTINGUISHED**<br>Exhibits strict adherence to the standard writing conventions for the discipline. Elements of structure, voice, person, and tone are well-matched to the intended audience.<br>**12.75 to >10.5 pts**<br>**PROFICIENT**<br>Applies the standard writing conventions for the discipline, including structure, voice, person, and tone.<br>**10.5 to >0 pts**<br>**BASIC**<br>Applies writing conventions that are inconsistent with disciplinary standards or inappropriate for the intended audience.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not apply the standard writing conventions for the discipline. | / 15 pts |
    | Total Points: 0 |

  • [Solved] BDS H-8

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    Collaborate with others. – a year ago

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    Assignment Prompt & Instructions

    Collaborate with others.

    – a year ago

  • [Solved] B o o k A n a l y s i s / R e v i e w

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) A n a l y s i s / R e v i e w o f t h e b o o k: “L i f e A f t e r T r a u m a: A W o r k b o o k f o r H e a l i n g” 2 n d E d. 1, 0 0 0 – w o r d e s s a y i n w h i c h y o u a r e t o a p p l y w h a t y o u l e a r n f …

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    A n a l y s i s / R e v i e w o f t h e b o o k: “L i f e A f t e r T r a u m a: A W o r k b o o k f o r H e a l i n g” 2 n d E d.

    1, 0 0 0 – w o r d e s s a y i n w h i c h y o u a r e t o a p p l y w h a t y o u l e a r n f r o m t h e t e x t b o o k c h a p t e r r e a d i n g s.

    N o t e: b o o k r e v i e w s a r e o f t e n w r i t t e n i n a m o r e d e s c r i p t i v e a n d p e r s o n a l s t y l e, f o c u s i n g o n y o u r e v a l u a t i o n a n d i n t e r p r e t a t i o n o f t h e b o o k, a n d a p p l y i n g i n y o u r o w n w r i t i n g w h a t y o u l e a r n e d (e x, w h a t w o r k s, w h a t d o e s n ’ t, w h a t i s n e e d e d).

    T h e 1, 0 0 0 – w o r d t y p e w r i t t e n p a p e r m u s t b e m a x i m u m o f 1 2 p t. B l a c k c o l o r f o n t, d o u b l e – s p a c e d, p r o p e r l y d o c u m e n t e d; f o r m a t t e d w i t h o n e – i n c h m a r g i n s, s p e l l – c h e c k e d, g r a m m a r c h e c k e d, w i t h “w o r d c o u n t.”

    T a k e n o t e t h a t r e f e r e n c e / s o u r c e p a g e a n d / o r a t t a c h m e n t s d o n o t c o u n t t o w a r d s w o r d c o u n t.

    A n e s s a y p r o v i d e d b a s e d o n a g e n e r a l u n d e r s t a n d i n g, c o m m o n t h e m e s, a p p r o a c h e s i n t r a u m a t h e r a p y, g e n e r a l k n o w l e d g e f r o m t e x t b o o k s a n d s c h o l a r l y d i s c u s s i o n s o n t r a u m a r e c o v e r y i s N O T a c c e p t e d.

    If you do not have access to the material, an additional $20 will be added to your total to cover the cost of purchasing it online. I will ask you to provide proof of the purchase in my preferred format for the exchange to be completed. If not, I will need to dispute the transaction.

    – a year ago

  • [Solved] all about gandhi

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    **What were Gandhi's beliefs regarding British control over India?** Gandhi believed ___________________________________________________ ________________________________________ about the British control over …

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    Assignment Prompt & Instructions

    **What were Gandhi's beliefs regarding British control over India?**

    Gandhi believed ___________________________________________________

    ________________________________________ about the British control over India.

    In the passage it states, “_____________________________________________

    ____________________________________________________________________”

    This means that ____________________________________________________

    \_\_\__________________________________________________________________

    This is important because ____________________________________________

    \_\_\__________________________________________________________________

    ____________________________________________________________________.

    – a year ago

  • [Solved] Adaptive leadership toolkit Competency Selection

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    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) For this discussion, refer to the adaptive leadership toolkit. Effective leaders collaborate with others, as multiple inputs result in better outcomes. In this discussion, you will share the leadership skills …

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    For this discussion, refer to the adaptive leadership toolkit. Effective leaders collaborate with others, as multiple inputs result in better outcomes. In this discussion, you will share the leadership skills and behaviors you have identified and provide some brief rationale for the selection. You will also receive feedback and possibly questions from your peers, which you can evaluate and use to modify the leadership skills and behaviors you have chosen, if desired.

    Consider the following during the ongoing discussion:

    – Do the leadership skills and behaviors identified for improvement align with a specific question in the engagement survey?
    – How will improvement in the leadership skills and behaviors you have identified positively impact the results in the next employee engagement survey?

    – a year ago

  • [Solved] Adaptive leadership toolkit

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## Scenario You work as a director of leadership and learning for an organization that makes prosthetics. This year’s employee engagement survey results for the organization show that some leadership practices…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    ## Scenario

    You work as a director of leadership and learning for an organization that makes prosthetics. This year’s employee engagement survey results for the organization show that some leadership practices are rated lower, while some practices were rated higher. The new chief human resources officer (CHRO) met with the team to discuss the general results. Everyone agrees that the company’s focus should be on both specific leadership development areas perceived as strengths _and_ on those rated as areas for improvement, primarily regarding social intelligence, emotional intelligence, and the interpersonal skills of effective leaders.

    To help this initiative, your manager, the vice president of leadership and learning, asked you to create an adaptive leadership toolkit that can be used throughout the organization. To begin this work, you conducted a personal leadership self-assessment and turned this into a personal development plan. Then you shared this artifact with your manager. Your manager was impressed with the thoroughness of the personal development plan and saw value in incorporating it as an exemplar within the adaptive leadership toolkit for use by all people leaders in the organization. After receiving such positive feedback from your manager, you are now ready to move forward on developing the adaptive leadership toolkit that will be shared with your manager and chief human resources officer (CHRO) of the organization.

    ## Prompt

    1. Summarize the **business problems** the organization is currently facing and describe how the adaptive leadership toolkit will address these problems.
    2. Based on the employee satisfaction survey, identify the skills and behaviors that are **current strengths** exhibited by leadership and explain how these strengths are critical to the success of the organization.
    3. Based on the employee satisfaction survey, identify the skills and behaviors that are **current areas of weakness** for leadership and explain how these areas may be improved by applying the self-assessment you used to create your own personal development plan.
    4. Describe the importance of including a **personal development plan** as an exemplar in the adaptive leadership toolkit and explain how SMART goal setting can help to improve the areas of weakness for leaders within the organization.
    5. Explain how the personal development plan and SMART goal setting could help develop the **leadership styles** of the leaders within the organization.

    ## What to Submit

    Submit a 2 page Word document using 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style. Consult the [Shapiro Library APA Style Guide](https://libguides.snhu.edu/apa) for more information on citations.

    – a year ago

  • [Solved] Social Isolation

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 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 |

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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 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