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How does your populations health disparities and health inequities benefit andor or hinder this type of projects success?

How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success?

Description

Performing health assessments as an APRN will help you to develop a collaborative partnership with your patients. After reading Chapter 4 and 12 in your Pender text, think about the vulnerable population that you choose during Week 1 – consider what you perceive / know about this group in relation to the following topics: Health assets Health problems Health-related lifestyle strengths Key health-related beliefs Health behaviors that put the person at risk Changes that could improve their quality of life Now consider the pros and cons of implementing a Community-Based Participatory Research health promotion project with the vulnerable group. You should consider not only the benefit of the actions but the active role the vulnerable will play in the development and implementation of the health promotion plan. How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success? Remember that you should include citations/references from at least three scholarly sources. Pender, N., Murdaugh, C., Parsons, M.A. (2015). Health Promotion in Nursing Practice. (7th Ed.). Boston, MA: Pearson Education, Inc. if need to make it another full page please do so i will add more money

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Identify a clinical topic and related nursing practice issue you think needs to be changed.

Identify a clinical topic and related nursing practice issue you think needs to be changed.

Description

Purpose The purpose of this assignment is: To apply a change process using the ACE Star Model of Knowledge Transformation and a systematic review after identifying a clinical topic of concern and related nursing practice issue. The information from the ‘Illustration’ part of our lessons in Weeks 1-6 will mentor you through this process. Your change process is to be set up as a pilot project. Course Outcomes This assignment enables the student to meet the following course outcomes: CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO#2) CO8: Selects evidence for best practices when planning professional nursing care involving systems, processes, and devices for individuals, families, aggregates and communities. (PO#8) Points The assignment is worth 225 points. Due Date Submit your completed assignment by Sunday end of Week 6 by 11:59 p.m. MT. Directions Please do not use any of the Nurse Daniel information for your own topic, nursing intervention, or change project. Nurse Daniel serves as an example only to illustrate the change process. Please review the infographic as way to guide you in getting started with your assignment: Developing an Assignment with Integrity (Links to an external site.) View a short tutorial with tips for completing this assignment: Evidence-Based Practice Change Process Assignment Tutorial (Links to an external site.) or by reading the transcript (Links to an external site.). Download the EBP Change Process form (Links to an external site.) during Week 1. The use of this specific form is REQUIRED Identify a clinical topic and related nursing practice issue you think needs to be changed. Locate a systematic review on your topic from the CCN Library databases. Be sure this involves nursing actions. Work through each step of the ACE Star Model as outlined on the assignment form (Star Points 1-5: Discovery, Summary, Translation, Implementation, and Evaluation). Respond to the instructions provided on the form. Follow the activities and thinking of Nurse Daniel in Weeks 1-6 in the ‘Illustration’ part of each lesson. He will be working through a clinical topic and nursing practice issue to demonstrate a change (ACE Star Model and systematic review). Work on a portion of the process each week, as the illustration unfolds. Best Practices Please reach out to your instructor for feedback or assistance with your PICOT question as needed. Required and Additional Background Reading in Weeks 1 and 2 under Readings is available for more information on the ACE Star Model and the use of systematic reviews. Please see the grading criteria and rubrics on this page. Please use your browser’s File setting to save or print this page. Scholarly Sources and Citations Please cite any references (in APA format) of your systematic review or other scholarly document (optional) as needed. Paraphrasing information, rather than quoting, is expected. No quotes for this assignment please!Week 6: EBP Change Process Assignment Grading Rubric Week 6: EBP Change Process Assignment Grading Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeSelected Systematic Review A systematic review from the CCN Library databases was selected, identified, and was appropriate for the selected nursing change process. 25.0 pts One systematic review from the CCN Library databases was identified and was clearly appropriate. 22.0 pts A systematic review was selected from the CCN Library databases and was mostly appropriate for a nursing change process. 20.0 pts A systematic review was selected from the CCN Library databases and was fairly appropriate for a nursing change process. 10.0 pts A systematic review was selected, but not from the CCN Library databases and/or was not appropriate for this assignment. 0.0 pts No systematic review selected or used. 25.0 pts This criterion is linked to a Learning OutcomeStar Point 1 (Discovery) The topic, nursing practice issue, rationale and scope of the problem were clearly identified and described. 25.0 pts Star Point 1 elements in the first column were thoroughly addressed. 22.0 pts Star Point 1 elements in the first column were mostly well addressed. 20.0 pts Star Point 1 was missing one element in the first column or one lacked detail. 10.0 pts Star Point 1 was missing more than one element in the first column and others lacked detail. 0.0 pts The ACE Star Model Star Point 1 was not completed. 25.0 pts This criterion is linked to a Learning OutcomeStar Point 2 (Summary) The NURSING practice problem, NURSING related PICOT question, a systematic review from any database in the Chamberlain Library, and other optional references, evidence summary, strength, and solutions, are listed and described. 35.0 pts Star Point 2 elements in the first column were thoroughly addressed. 31.0 pts Star Point 2 elements in the first column were mostly well addressed. 28.0 pts Star Point 2 was missing one element in the first column or one lacked detail. 13.0 pts Star Point 2 was missing more than one element in the first column and others lacked detail. or were inappropriate. 0.0 pts The ACE Star Model Star Point 2 was not completed. 35.0 pts This criterion is linked to a Learning OutcomeStar Point 3 (Translation) Care standards, practice guidelines, or protocols; stakeholders and their roles and responsibilities; the nursing role; rationale for including certain stakeholders, and cost analysis plan are addressed. 35.0 pts Star Point 3 elements in the first column were thoroughly addressed. 31.0 pts Star Point 3 elements in the first column were mostly well addressed. 28.0 pts Star Point 3. was missing one element in the first column or one lacked detail. 13.0 pts Star Point 3 was missing more than one element in the first column and others lacked detail. 0.0 pts The ACE Star Model Star Point 3 was not completed. 35.0 pts This criterion is linked to a Learning OutcomeStar Point 4 (Implementation) Permission process, education plan, timeline, measurable outcomes, forms, resources, and stakeholder meetings, are addressed. 35.0 pts Star Point 4 elements in the first column were thoroughly addressed. 31.0 pts Star Point 4 elements in the first column were mostly well addressed 28.0 pts Star Point 4 was missing one element in the first column or one lacked detail. 13.0 pts Star Point 4 was missing more than one element in the first column and others lacked detail. 0.0 pts The ACE Star Model Star Point 4 was not completed. 35.0 pts This criterion is linked to a Learning OutcomeStar Point 5 (Evaluation) Reporting results, process and next steps are addressed. 35.0 pts Star Point 5 elements in the first column were thoroughly addressed. 31.0 pts Star Point 5 elements in the first column were mostly well addressed 28.0 pts Star Point 5 was missing one element in the first column or one lacked detail. 13.0 pts Star Point 5 was missing more than one element in the first column and others lacked detail. 0.0 pts The ACE Star Model Star Point 5 was not completed. 35.0 pts This criterion is linked to a Learning OutcomePresentation Information was presented clearly and thoughts were well organized and logical. 20.0 pts Information was presented clearly and thoughts were well organized and logical throughout. 18.0 pts Information was presented clearly and thoughts were mainly organized and logical throughout. 16.0 pts Information was presented clearly and thoughts were somewhat organized and logical throughout. 8.0 pts Information was not consistently clear and/or was not consistently organized and logical. 0.0 pts Information was disorganized and difficult to understand. 20.0 pts This criterion is linked to a Learning OutcomeMechanics/APA The systematic review and any other scholarly resources were properly listed in APA format. The writing includes error free grammar and spelling, and complete sentence structure. 15.0 pts Excellent mechanics and APA formatting with minimal errors in grammar, spelling, and sentence structure. 13.0 pts Good mechanics and formatting considering the elements listed in the first column 12.0 pts Fair mechanics and formatting considering the elements listed in the first column 6.0 pts Poor mechanics and formatting considering the elements listed in the first column 0.0 pts Very poor mechanics and formatting such that information is difficult to read. 15.0 pts This criterion is linked to a Learning OutcomeAssignment Form Used 0.0 pts 0 points deducted Correct assignment form used 0.0 pts 22.5 points (10%) deducted Incorrect form used resulting in point deduction 0.0 pts This criterion is linked to a Learning OutcomeLate Deduction 0.0 pts 0 points deducted Submitted on time 0.0 pts Not submitted on time – Point deduction 1 day late =11.25 deduction; 2 days=22.5 deduction; 3 days=33.75 deduction; 4 days =45 deduction; 5 days = 56.25 deduction; 6 days =67.5 deduction; 7 days =78.75 deduction; Score of 0 if more than 7 days late 0.0 pts Total Points: 225.0EBP process form 9_19 (1)(1) Illustration(2)

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Identify the varied numerical values you use in your clinical practice

Identify the varied numerical values you use in your clinical practice

In 2-3 paragraph: Discuss the importance of statistics and level of measurement as it relates to the research process

-What does inferential statistics tell you as a reader/consumer of research?

-What does descriptive statistics tell you as a reader/consumer of research?

-Identify the varied numerical values you use in your clinical practice (at least two numerical values).

-Describe which level of measurements each of those type of values represent (for example, what is the level of measurement when taking a patient’s temperature?-You may not use temperature as your numerical value response). Identify two different level of measurements you use in your nursing practice on a consistent basis.

-What is your understanding about the importance of the level of measurement as it relates to data analysis?

-Identify your primary research question from the previous week. What descriptive and inferential statistics might you use to respond to your proposed questions? (You may need to slightly alter your question to respond appropriately to this question).

NOTE:  Your response should consist of complete sentences and should be at least one complete paragraph, but it should be no more than three paragraphs in length

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Create a patient-focused digital brochure that discusses the disease in a way that the patient can understand

Create a patient-focused digital brochure that discusses the disease in a way that the patient can understand

Description

Topic: Non-Hodgkin’s Lymphoma create a patient-focused digital brochure that discusses the disease in a way that the patient can understand. The information in the brochure must be written simply and geared towards patient learning and understanding. References are to be included with the submitted document on a separate sheet and there should be no citations within this document. You may create your digital brochure using the following applications: PowerPoint, word, or google docs. Please see the grading rubric below for the guidelines of the brochure. After completing this assignment. you will complete a survey and answer 5 questions rating how well your fellow group members were prepared and participated in the assignment.  Outcome Description of criterion Content: 1. Disease description 2. Epidemiology of disease (prevalence, incidence, mortality, morbidity) 3. Common causes ( list no more than 5) 4. Risk factors (most common; no more than 5) 5. Clinical manifestations (most common; no more than 5) 6. Diagnostic Test Results (lab test results or radiographic test results that confirm the diagnosis) 7. All information supported by current literature (must include a reference list on separate sheet) Professional Includes no fewer than 7 requirements Outcome Health Promotion and Management 1. Health Promotion (How to prevent the disease from occurring) 2. Disease Management ( Identify no more than 3 common ways the disease is managed and/or treated interventions) 3. Health Education (Provide 3 detailed patient teachings- different from disease prevention) Professional Includes no fewer than 3 requirements – Health Promotion – Disease Management (3 nursing interventions) – Health Education (3 patient teachings) Outcome Presentation 1. Brochure visual appeal 2. Research-based sources Professional Includes no fewer than 2 requirements Imaginative; original (no harsh, contrasting, or overly bright colors that make visualization difficult; absolutely no formatting errors, contains a few images; font is visible without being overly large or too small, no grammar or spelling mistakes) Used at least 2

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How does your populations health disparities and health inequities benefit andor or hinder this type of projects success?

How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success?

Performing health assessments as an APRN will help you to develop a collaborative partnership with your patients. After reading Chapter 4 and 12 in your Pender text, think about the vulnerable population that you choose during Week 1 – consider what you perceive / know about this group in relation to the following topics: Health assets Health problems Health-related lifestyle strengths Key health-related beliefs Health behaviors that put the person at risk Changes that could improve their quality of life Now consider the pros and cons of implementing a Community-Based Participatory Research health promotion project with the vulnerable group. You should consider not only the benefit of the actions but the active role the vulnerable will play in the development and implementation of the health promotion plan. How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success? Remember that you should include citations/references from at least three scholarly sources. Pender, N., Murdaugh, C., Parsons, M.A. (2015). Health Promotion in Nursing Practice. (7th Ed.). Boston, MA: Pearson Education, Inc. if need to make it another full page please do so i will add more money

57339
11 hours ago

disabled adults was the topic choosen in week 1

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Create original artwork as a medium to express meaning to the art and science of nursing.

Create original artwork as a medium to express meaning to the art and science of nursing.

The purpose of this assignment is to:
Reflect upon and articulate personal and professional values, beliefs, and practices.
Create original artwork as a medium to express meaning to the art and science of nursing.
Compare and contrast nursing philosophies of peers.

This assignment meets the following course objectives and program Student Learning Outcomes (in parenthesis):
Discuss the key concepts of selected nursing theories. (Student Learning Outcome 2, 3, 5, 6)
Articulate a personal philosophy of nursing. (Student Learning Outcome 1, 5, 8)

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View/Study
1. Recall a nursing theorist/theories to whom you relate.
2. Reflect on your personal nursing philosophy and definition of the nursing metaparadigm.
3. Create artwork that  reflects your beliefs. Artwork can be on any medium and cannot be computer generated.
Artwork MUST be an original piece of artwork created with paper and crayons, colored pencils, clay, play dough,       etc. no computer generated submissions will be graded.  Use symbols designs, shapes, objects, and colors that                   represent your nursing theory. This is to be explained within the paper.
NOTE: Exclusive use of colorful words on a page is not considered acceptable for this assignment.

Due
1.  Write a one paragraph summary of your personal philosophy of nursing by reflectively writing. This requires thinking about an event or idea and analyzing it’s meaning to nursing practice. This is an opportunity to articulate personal values and believes about professional practice and the role as a registered nurse.
2. In at least four pages, detail personal beliefs related to the four concepts of the nursing metaparadigm.
Use the TIPS FOR A SUCCESSFUL REFLECTIVE PAPER listed below.
3. Include a specific and detailed clinical example for each of the nursing metaparadigms. Clearly link values and beliefs to a behavioral example.
4. Organize your paper with a cover page, introductory paragraph, personal nursing philosophy, beliefs and values defined and explanation of the artwork in the paper, and theorist most closely followed.
An abstract or reference page is not necessary.
5. Use the concluding paragraph to reflect on what you have discovered about yourself and what changes you plan to make in your practice as a result of the course.
6. Upload scanned artwork as a pdf file and attach as a comment to the assignment. Contact Canvas support for technology help 24/7.
10.  Post the artwork and the descriptive paragraph (from the reflective paper explaining the work) to Discussion Board #4 in Module 7.

Adapted from: Hernandez, C. (2009). Student articulation of a nursing philosophical statement: An assignment to enhance critical thinking skills and promote learning. Journal of Nursing Education, 48(6), 343-349. doi:10.9999/01484834-20090515-08.

TIPS FOR A SUCCESSFUL REFLECTIVE PAPER: Follow the rubric
Nursing (i.e., nursing actions)
What is your definition of nursing?
Is the metaparadigm concept nursing an art, a science, or both? Is it a process or a product (set of tasks)?
What is nursing mainly (e.g., caring, therapeutic healing, building relationships)?
What is the role reflected in nursing (e.g., doing for, being with [being present with], working with)?
There does ethics fit in? Who or what is the object of nursing’s concern?
Give a specific clinical example.
Health
What is your definition of health (e.g., includes absence of disease, ability to perform social roles)?
Is health on a continuum? Can clients have a chronic illness and still be termed healthy in your definition of                        health? What if the client’s view of health and your view of  health are different?
Give a specific clinical example
Person
What is your definition of person (e.g., set of behavioral systems, bio-psychosocial and spiritual being)?
Who is the person being nursed (e.g., client, family, community)?
Give a specific clinical example
Environment
Are there different components to environment (e.g., emotional, spiritual, social, cultural, mainly                                        physical)? Is environment separate from person? What is the nurse’s role in terms of environment?
Are there internal and external environments, or is what is internal to a person part of the person?
Give a specific clinical example reflections_paper

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Integrate professional values through scholarship and service in health care.

Integrate professional values through scholarship and service in health care.

Reflect back over the past eight weeks and describe how the  achievement of the course outcomes in this course have prepared you to  meet the MSN program outcome #4, the MSN Essential II, and the NP Core  Competencies #2.

Program Outcome #4

Integrate professional values through scholarship and service in health care. (Professional identity) – As a Advanced Nurse Practitioner

MSN Essential II: Organizational and Systems Leadership

Recognizes that organizational and systems leadership are critical to  the promotion of high quality and safe patient care. Leadership skills  are needed that emphasize ethical and critical decision making,  effective working relationships, and a systems perspective. (Nurse Practitioner)

NP Core Competencies

# 2 Leadership Competencies

  1. Assumes complex and advanced leadership roles to initiate and guide change.
  2. Provides leadership to foster collaboration with multiple  stakeholders (e.g. patients, community, integrated health care teams,  and policy makers) to improve health care.
  3. Demonstrates leadership that uses critical and reflective thinking. (as a nurse practitioner)
  4. Advocates for improved access, quality and cost effective health care.
  5. Advances practice through the development and implementation of innovations incorporating principles of change.
  6. Communicates practice knowledge effectively both orally and in writing.
  7. Participates in professional organizations and activities that  influence advanced practice nursing and/or health outcomes of a  population focus. (I’m from Florida)

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Explain a treatment regime, &nbspincluding pharmacology, for the disease or health condition you &nbspselected,

Explain a treatment regime,  including pharmacology, for the disease or health condition you  selected,

Create a 10–12-slide PowerPoint presentation to identify medications  associated with a chosen disease or health condition, explain the  actions and side effects of the medications, and discuss any  controversies related to the medications. Explain a treatment regime,  including pharmacology, for the disease or health condition you  selected, along with how the treatment regime may affect a client’s  lifestyle.

By having a thorough understanding of pharmacology, nurses can  eliminate possible medication errors in their nursing practices. The  basic principles of pharmacology include pharmacokinetics (what the body  does to a drug) and pharmacodynamics (what a drug does to the body).  Pharmacology plays a significant role in the nursing profession, so it  is extremely important for nurses to understand the actions of the  pharmacological agents they will administer to patients in order to  intervene appropriately if necessary.

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Another critical skill for a nurse is the ability to apply and  evaluate evidence-based practices, principles, models, and  pharmacological guidelines and protocols commonly used in nursing  practice. Understanding how specific protocols and guidelines are  developed will aid nurses in treating patients with a multitude of  physiological and psychological conditions.

Nurses must be able to measure outcomes of pharmacological  interventions when caring for patients. The effective use of  evidence-based practice guidelines, models, and principles is one way  that nurses can analyze quality outcomes for the pharmacological  treatments used for patients.

Pharmacology includes different categories of major drugs used in  the treatment of primary diseases. The same drug may be used to treat  more than one disease or condition, while two patients with the same  disease may require different drug treatments. In addition, the  professional nurse must be aware of what types of things can influence a  patient’s response to a drug. Some things are obvious—other  medications, for example—while some are less so. Things like age,  weight, herbs—even foods people eat every day—can influence how a person  responds to a particular drug. At times, even a strong cultural belief  can influence how a drug will react. Nurses who administer drugs have a  responsibility to assess patients for both the desired response, as well  as for any unwanted and potentially harmful reactions that may occur.

Imagine your supervisor has asked you to conduct a lunch and learn  session to educate your fellow nursing staff on pharmacological  interventions.

Preparation

Select a disease or health condition that requires pharmacological  intervention. You may choose any disease or health condition you wish,  but the disease or health condition must be relevant to nurses from a  variety of settings (for example: ER, pediatrics, public health, et  cetera).

Requirements

Once you have selected a disease or health condition, create a  PowerPoint presentation you could use in your lunch and learn session,  including the following:

  • Identify the disease or health condition you have chosen, along  with the areas where nurses are likely to see it. (Do this in the agenda  slide or next slide after the agenda.)
  • Identify the three drugs used most often in the treatment of the disease or health condition.
  • Explain the types of actions, side effects, indications, and  contraindications that could be expected from the pharmacological  treatment.
  • Describe the treatment regime most often prescribed for the  disease or health condition. This should include pharmacology but not be  limited to pharmacology.
  • Explain how the treatment regime (including pharmacology) may  impact a client’s lifestyle. Consider things such as finances, ease or  complexity of administration, instructions (frequency, duration), et  cetera.
  • Describe how a nurse should monitor a client being treated for  the disease or health condition in order to obtain a quality patient  outcome.
  • Explain any controversies associated with the drugs used in the  treatment. For example, is there a black box warning with any of the  drugs?

Use the notes section of each slide to expand your points or draft  your mock oral presentation (or

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Analyze health risks and health care needs among distinct populations.

Analyze health risks and health care needs among distinct populations.

Paper details  

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

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Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.

Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan.
Note: Complete the assessments in this course in the order in which they are presented.

Preparation
When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team.

To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Begin thinking about:

Community needs.
Resources, personnel, budget, and community makeup.
People accountable for implementation of the disaster recovery plan.
Healthy People 2020 goals.
A timeline for the recovery effort.
You may also wish to:

Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Plan to lessen health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 objectives.
Track community progress.
Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions
Complete the following:

Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
Assess community needs.
Consider resources, personnel, budget, and community makeup.
Identify the people accountable for implementation of the plan and describe their roles.
Focus on specific Healthy People 2020 goals.
Include a timeline for the recovery effort.
Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Plan to lessen health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 objectives.
Track community progress.
Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:

Title slide.
Recovery plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The speaker notes should match your recorded voice-over. Make sure to review the Microsoft PowerPoint tutorial for directions for inserting your speaker notes.

The following resources will help you create and deliver an effective presentation:

Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.

Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:

Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
Consider the interrelationships among these factors.
Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
Explain how health and governmental policy impact disaster recovery efforts.
Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
Include evidence to support your strategies.
Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan.
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Explain the special considerations, such as changes in the scenario above, that nurses should be aware of when assessing skin, hair, and nails interpreting findings

Explain the special considerations, such as changes in the scenario above, that nurses should be aware of when assessing skin, hair, and nails; interpreting findings

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Week 3 Discussion 5.1: Interpretation of Skin, Hair, and Nail Conditions in Clients with Special Considerations No unread replies.No replies. CNILogo.png Interpretation of Skin, Hair, and Nail Conditions in Clients with Special Considerations Objectives Describe the special considerations to take in the assessment of the skin, hair, and nails Interpret the health history and physical assessment findings of the skin, hair, and nails Discussion Overview In this discussion forum, you will address special considerations of the older adult presenting with conditions related to the skin, hair, and nails. Deliverables Your participation in the discussion forum, including the following: A response to the initial questions below Responses to at least two other students’ posts Step 1 Review the case scenario. You are conducting a history and physical assessment on a 75-year-old male client. The subjective information related to the skin and nails indicates the following: The client reports that he has started to notice over time that whenever he bumps his arms or hands against something he seems to get purple areas under his skin that do not look very nice. The client also tells you that he noticed that his nails have changed shape, and they look like they have a “bubble” on the base. You also learn that he is a long-time cigarette smoker of two packs per day. Objective findings of the skin and nails confirm a few purple macular areas on the hands and forearms bilaterally. You perform the Schamroth technique where you observe that the nails no longer can touch at the tips to form a diamond-shaped opening and they are pointing outward. Step 2 Respond to the discussion questions. In your response, address each of the following questions: Explain the special considerations, such as changes in the scenario above, that nurses should be aware of when assessing skin, hair, and nails; interpreting findings; and planning nursing care for clients. How would you interpret your findings in relation to the case scenario? What diagnoses are indicated related to the skin, hair, and nails? Incorporate at least one professional, evidence-based resource to support your response (include citations and references for sources using correct format). Share your personal experiences with the history taking, physical assessment, and interpretation of findings related to the skin, hair, and nails in clients with special considerations: What were the challenges? How did you overcome these challenges?

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