Nursing

Assignment: Informatics in Home Health
Assignment: Informatics in Home Health
Assignment: Informatics in Home Health
Week 7 discussion Discussion Prompt 1 Discuss the role of informatics in home health care and related community-based systems. What are your experiences with such settings? Do you expect to have more contact with them in the future? Discussion Prompt 2 Monitoring population health status is a central public health activity. A variety of survey systems, such as the CDC’s National Health and Nutrition Examination Survey (NHANES) and National Health Interview Survey (NHIS), as well as state and national reporting systems, such as the Behavioral Risk Factor Surveillance System (BRFSS), Pregnancy Risk Assessment Monitoring System (PRAMS), and National Electronic Disease Surveillance System (NEDSS) provide public health practitioners with the ability to assess health trends, identify and respond to emerging health hazards, and guide development of interventions and policies that address serious health conditions such as obesity, smoking, and diabetes. With the proliferation of EHRs within acute and ambulatory care systems, how much of this survey activity do you think can be folded in under routine data collection and exchange activities?
Healthcare informatics became its own profession after 1991, when the X12N Insurance subcommittee was created. At this time, the ASN started to develop the widespread standards that would be used for health facilities to use and maintain an interactive communication system that stored claims, administrative, and financial information.
Since there was a growing need for a universal type of technology that facilities in the country could use, there was no denying that the need for a new specialist who could choose, manage, and train clinical staff on these systems were created. This is where the role of the Health Information Manager was born. Here is how information in widespread health information systems is used in the medical sector:
Used For Higher Quality Care
When technology is used to not just treat the patient but also to facilitate communication and to store patient data, it is easy to see just how much health information technology can contribute to delivering a higher quality of care. Whether this means that the clinical team is more informed or the administrative team can stay on top of appointments and claims.
One of the biggest roles of informatics within health care is finding a way for hospitals, clinics, provider’s offices, and other facilities to deliver patient-centered care. This gives the patient the power to take control over their own care by accessing their electronic medical records or using a secure system where they can communicate with their doctors and nurses.
What Do Information Systems Do with Patient Data?
The entire field of Health Information Management revolves around an electronic system that becomes a portal where patient data and even things like training materials or pamphlets is stored, acquired, shared, and used by clinicians or the patients themselves.
Within the system itself, patients have access to provide the clinical staff with important and relevant health information. Doctors and clinical staff who are authorized to send treatment information to patients currently in care. The system itself facilitates the availability of the important information sent by either party to ensure the right information is being transmitted and the medical team is being updated when necessary.

Assignment: Clinical Reasoning
Assignment: Clinical Reasoning
Assignment: Clinical Reasoning
Purpose The purpose of this assignment is to enhance the student’s clinical reasoning, confidence and learning of various pediatric and women health topics through facilitated discussion. Description In Weeks 2 and 6, you will create a Grand Rounds presentation on the topic assigned to you by the faculty member. Course Outcomes Through this assignment, the student will demonstrate the ability to: 1. Describe the most commonly prescribed drugs use in primary care for the chose condition. 2. Utilize clinical guidelines, research articles or other materials to support your findings. 3. Identify any practice barriers, issues, or problems (including cultural diversity and healthcare literacy). 4. Discuss best practices for optimal outcomes. Due Dates: Pediatric Grand Rounds due Week 2 (please see specific days/times below) Women’s Health Grand Rounds due Week 6 (please see specific days/times below) Total Points Possible: Week 2 – 150 points Week 6 – 150 points Requirements: Keep in mind the following guidelines and grading criteria while taking part in this assignment: The Grand Rounds presentation will consist of a patient scenario that is assigned to you by your faculty in week one. The presentation is a video recording in Kaltura. Recording of the presentation should be interesting, professional, and focused to the topic. Wear your lab coat and name tag/badge during the recording. Record and upload presentation by Wednesday, 11:59 p.m. MT. Begin facilitating discussion and continue to lead it throughout the week. Participate in ongoing interactive dialogue by responding to a minimal of two (2) of your peer’s discussion questions by Friday, 11:59 p.m. MT. Participate in all faculty directed questions to your presentation by Sunday, 11:59 p.m. MT. Utilize a minimal of three peer reviewed scholarly articles from Chamberlain Online Library and a minimal of 2 current (within last 5 years) evidence based clinical guidelines to support your findings. Discuss Pathophysiology, epidemiology, risk factors, clinical physical assessment findings of the assigned topic. List and discuss a minimal of three (3) differential diagnoses. Discuss any diagnostic studies to confirm diagnosis of assigned topic Discuss prevention (if not applicable, discuss why). Discuss Treatment including nonpharmacologic management and pharmacologic management Discuss patient and/or family education. Discuss best practices for optimal outcomes. By Wednesday, 11:59 p.m. MT – In addition to submitting your presentation, you will also need to lead a discussion on your topic in the discussion thread. The initial post and Kaltura presentation are both due by Wednesday 11:59 p.m. MT. NOTE: By Wednesday, you will also initiate a discussion to lead. Discussion Lead Requirement: Develop three (3) questions on your topic you can ask to initiate the discussion and keep it going. By Friday, 11:59 p.m. MT, respond substantively to a minimal of two (2) peers’ presentation questions **If all students have a response, then choose the student with the least responses to their posting. By Sunday, 11:59 p.m. MT, summarize your grand rounds presentation by posting a summary reply to your initial post in the discussion thread. Summarize the discussion as well as conclusions from the collective group discussion. Include evidence based references at the bottom of the summary AND respond to ALL faculty questions regarding your presentation. Grand Rounds Presentation Criteria Category Points Description Introduction 20 Introduction of topic that include pathophysiology, epidemiology, and risk factors. Clinical Assessment 5 Discussed typical clinical assessment findings for chosen topic. Differential Diagnoses 20 List AND discuss of a minimal of three (3) differential diagnoses with scholarly support. Diagnostic Studies/Labs 10 Discuss diagnostic studies and labs that can be used to confirm diagnosis. Prevention and Treatment Options 10 Discuss prevention and treatment options for chosen topic. Education 10 Discuss patient and family education. Identify Outcomes 10 Discuss best practices for optimal outcomes. Lead Discussion 10 Facilitate discussion relevant to the presentation topic by incorporating three (3) discussion question for peers. Interactive Dialogue with Student Peers 10 By Friday, 11:59 p.m. MT, Interactive dialogue with at least two peer’s initial presentation by responding substantively to all questions posed and citing related research to support. Summary Requirement 10 By Sunday 11:59 p.m. MT, add summary post to own grand rounds presentation that summarizes the discussion. Include conclusions from the collective group discussion on the topic. Evidence Based Research/Articles 10 Include minimal of three (3) evidence based research and/or Peer Reviewed articles from Chamberlain Online Library. Evidence Based Practice Clinical Guidelines 10 Include a minimal of two (2) current (within last 5 years) EBP clinical guidelines. Interactive Dialogue with Faculty 10 Responds to ALL faculty directed questions on initial presentation. Includes scholarly support from EBP clinical guidelines and/or peer reviewed journal articles obtained from Chamberlain Online Library. Presentation Development 5 Overall Presentation is clear, concise, and organized; demonstrated ethical scholarship in accurate representation and attribution of sources; recorded in Kaltura. Labcoat and name badge are present. Total 150 A quality assignment will meet or exceed all of the above requirements.

Assignment: Holistic care Project
Assignment: Holistic care Project
Assignment: Holistic care Project
Week 5 project Creating a Plan of Care Utilizing the information you have gathered over the weeks regarding the specific illness group you identified, this week, you will create a plan of care for your chronic illness group. Create the plan in a 4- to 6-page Microsoft Word document (the 4–6 pages include the holistic care plan). Include the following in your plan: Start the paper with a brief introduction describing the chronically ill group you selected and provide rationale for selecting this illness and the participants. Clearly identify the Healthy People 2020 topic chosen and why this topic was chosen. You will want to compile the information gathered from Weeks 1–4 over 2 to 3 pages. This should be in APA format and paragraph form. This is not to be copied and pasted from previous assignments. It is to be a summary of each week. The paper should include the care plan for your chronic illness group organized under the following headings: Nursing Diagnoses Assessment Data (objective and subjective) Interview Results Desired Outcomes Evaluation Criteria Actions and Interventions Evaluation of Patient Outcomes You will need to ensure that the care plan is holistic and includes at least 3 nursing diagnoses related to the topic and interview results from the previous weeks. Include strategies for the family or caregiver in the care plan and provide your rationale on how they will work. Include a reference page to provide reference for all citations for the paper as well as the care plan. On a separate references page, cite all sources using APA format. Use this APA Citation Helper as a convenient reference for properly citing resources. This handout will provide you the details of formatting your essay using APA style. You may create your essay in this APA-formatted template.

Discussion: Week1 Chronically ill
Discussion: Week1 Chronically ill
Discussion: Week1 Chronically ill
Week 1 discussion There are many factors that affect chronic illness—chronic pain, stigma, social isolation, altered mobility, or fatigue. Utilizing your learning from your readings and the South University Online Library resources, respond to one the following questions: Based on the research, which of these factors have the greatest impact on a patient? Why? Contrast at least two ways the factors would affect a twelve-year-old with the way they would affect a seventy-five-year-old. Consider the twelve-year-old and the seventy-five-year-old have a chronic illness. How does the chronically ill patient’s illness trajectory influence the plan of care? Review Healthypeople.gov website. Discuss how you feel these goals will impact the health of the nation. Briefly discuss how you could incorporate these goals/objectives into your day-to-day nursing practice. Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below. Week 2 discussion The impact of disease on family members: a critical aspect of medical care. Images Chart Chart Color Photograph Chart Chart Authors: Golics, Catherine Jane1 Basra, Mohammad Khurshid Azam2 Finlay, Andrew Yule2 Salek, Sam Source: Journal of the Royal Society of Medicine. Oct2013, Vol. 106 Issue 10, p399-407. 9p. 1 Color Photograph, 4 Charts. Document Type: Article Abstract: Most existing health-related quality of life research concerns the impact of disease on patients.
Discussion: Week1 Chronically ill
However, in several medical specialties including dermatology, oncology, and physical and mental disability, studies have been carried out investigating the impact of disease on the lives of families of patients. The aim of this paper is to review the literature which relates to the impact of disease on family members of patients. The OVIDSP Medline was selected as the primary database, Searches were limited to sources published in English. 158 papers were identified for review. The definition of “family” varied across the literature, and a broad definition was accepted in this review. This review shows that a wide variety of aspects of family members’ lives can be affected, including emotional, financial, family relationships, education and work, leisure time, and social activities. Many of these themes are linked to one another, with themes including financial impact and social impact being linked to emotional impact. Some positive aspects were also identified from the literature, including family relationships growing stronger. Several instruments exist to measure the impact of illness on the family, and most are disease or specialty- specific. The impact of disease on families of patients is often unrecognised and underestimated. Taking into account the quality of life of families as well as patients can offer the clinician a unique insight into issues such as family relationships and the effect of treatment decisions on the patient’s close social group of partner and family. [ABSTRACT FROM PUBLISHER] Copyright of Journal of the Royal Society of Medicine is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Click here to read the following article from the South University Online Library on the impact of disease on family members: Golics, C. J., Basra, M. K. A., Finlay, A. Y., & Salek, S. (2013). The impact of disease on family members: A critical aspect of medical care. Journal of the Royal Society of Medicine, 106(10), 399–407. After reviewing the article, which factor do you feel has the most impact on family members? Please support your response with examples from readings. What are some of the reasons it is important to include the support persons in the plan of care? Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below. Week 3 discussion Respond to one of the following questions: Review Healthy People 2020 Global Health Initiatives. Choose one disease process and discuss the disease process, the goal of Healthy People 2020, and how the CDC plays a role in meeting the goal. Search the South University Online Library for caregiver role strain. What is the most important factor that causes caregiver role strain? What can be done to prevent it? Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below. Week 4 discussion Respond to one of the following questions: Review the Healthy People 2020 objectives for the older adult. Of the objectives listed for the older adult, which do you feel is most important? Be sure to include examples and references to support your response. There are several vulnerable populations that have a chronic illness (older; homeless; and lesbian, gay, bisexual, and transgender populations) that face challenges when it comes to care. Choose one vulnerable population and discuss what can be done to help alleviate these challenges. Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below. Week 5 discussion Respond to one of the following questions: Review the Healthy People 2020 objectives for Access to Care. Of all the objectives listed under this topic, which do you think would be most beneficial to the patients with chronic illness? Please give rationales and support responses with references. Discuss how you feel nurses can positively impact the Healthy People 2020 goals. Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below. Week 1 project Introduction While treating the chronically ill, a major challenge is developing a plan of care that addresses the specific needs of a patient and a caregiver. You need to be in close touch with patients and their support group, family and peers, to come up with an ideal plan. In this course project, you are going to develop a plan of care for a chronic illness group of your choice using the Healthy People 2020 Topics. While executing the tasks of this project, remember that while you need to give a general overview of the biomedical considerations of the case, the focus should always be on the psychosocial elements. Your perspective in this care plan should be the patient’s goals rather than those of the medical team. Each week, you will complete a part of this project. You will submit a final completed project in Week 5. Be sure to take the time to carefully complete each of the weekly assignments and then put it all together in Week 5. Ensure that you save a copy of this course project after you have submitted it at the end of this course. You are expected to resubmit this project along with the other course projects at the end of the Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) program. File Transfer Protocol (FTP) details will be provided in the Capstone course. Identifying a Group Identify an area of chronic illness of specific interest to you and that is represented as a Healthy People 2020 topic (healthypeople.gov). Explain your choice and your interest in it. Prepare a questionnaire utilizing your knowledge of health and illness, with the aim of acquiring all information you need from patients to prepare a plan of care for the specific illness group. Submit your information in a 4- to 5-page Microsoft Word document. In addition to your questionnaire, be sure to include the following details in your paper. Chronic Illness of interest Morbidity and comorbidity of the disease Impact of the chronic illness and patient morbidity and the affect to overall health of nation Healthy People 2020 goals and objectives for specific illness group Support your responses with examples. On a separate references page, cite all sources using APA format. Use this APA Citation Helper as a convenient reference for properly citing resources. This handout will provide you the details of formatting your essay using APA style. You may create your essay in this APA-formatted template. Week 2 project The Impact of Chronic Illness Identify one person from the illness group you chose in Week 1. The person should not be a patient at the facility in which you work. You can use friends, family members, or coworkers. Do not use the person’s name in the paper but only initials. Administer the questionnaire you created in Week 1 to that person. Compile the data and analyze the responses to better illustrate where this person, his or her family, and friends are in relation to accepting the diagnosis in relation to the standard health or illness definitions. The analysis should also include coping skills, treatment, and support aspects of the illness. Identify how this will direct care plan development for the chosen illness group. Compile a report of your interview with the questions you created, the responses you received, your analysis, and your interpretation of how it will affect planning care for the group in a 4- to 5-page Microsoft Word document. Support your responses with examples. On a separate references page, cite all sources using APA format. Use this APA Citation Helper as a convenient reference for properly citing resources. This handout will provide you the details of formatting your essay using APA style. You may create your essay in this APA-formatted template. Week 3 project Using the information from the interview you conducted in Week 2, list in descending order the support needs of your participant. Also discuss how to implement objectives of Healthy People 2020 to increase wellness. Give examples of appropriate interventions of the professional caregiver, for example, the nurse. Submit your findings in a 4- to 5-page Microsoft Word document. Support your responses with examples. On a separate references page, cite all sources using APA format. Use this APA Citation Helper as a convenient reference for properly citing resources. This handout will provide you the details of formatting your essay using APA style. You may create your essay in this APA-formatted template. Week 4 project Locating Resources Locate a minimum of three community or national resources for your illness group chosen in Week 1, preferably in your community. Study these resources and write a report about them in a 4- to 5-page Microsoft Word document. Include in your response all the information the patient should know about them (the specific services they offer, fee schedules, if and when appropriate, criteria for eligibility, and any other important information). Discuss potential advantages and disadvantages for vulnerable populations in seeking these resources. Support your responses with examples. On a separate references page, cite all sources using APA format. Use this APA Citation Helper as a convenient reference for properly citing resources. This handout will provide you the details of formatting your essay using APA style. You may create your essay in this APA-formatted template. Week 5 project Creating a Plan of Care Utilizing the information you have gathered over the weeks regarding the specific illness group you identified, this week, you will create a plan of care for your chronic illness group. Create the plan in a 4- to 6-page Microsoft Word document (the 4–6 pages include the holistic care plan). Include the following in your plan: Start the paper with a brief introduction describing the chronically ill group you selected and provide rationale for selecting this illness and the participants. Clearly identify the Healthy People 2020 topic chosen and why this topic was chosen. You will want to compile the information gathered from Weeks 1–4 over 2 to 3 pages. This should be in APA format and paragraph form. This is not to be copied and pasted from previous assignments. It is to be a summary of each week. The paper should include the care plan for your chronic illness group organized under the following headings:
Discussion: Week1 Chronically ill
Nursing Diagnoses Assessment Data (objective and subjective) Interview Results Desired Outcomes Evaluation Criteria Actions and Interventions Evaluation of Patient Outcomes You will need to ensure that the care plan is holistic and includes at least 3 nursing diagnoses related to the topic and interview results from the previous weeks. Include strategies for the family or caregiver in the care plan and provide your rationale on how they will work. Include a reference page to provide reference for all citations for the paper as well as the care plan. On a separate references page, cite all sources using APA format. Use this APA Citation Helper as a convenient reference for properly citing resources. This handout will provide you the details of formatting your essay using APA style. You may create your essay in this APA-formatted template.

Assignment: Progress Note
Assignment: Progress Note
Assignment: Progress Note
Week 2 assignment SOAP Note and CORE Entries Each week, you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using this template . The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from CORE. Submission Details: By the due date assigned, enter your patient encounters into CORE and complete at least one SOAP note in the template provided. Name your SOAP note document SU_NSG6340_W2_SOAPLastName_FirstInitial.doc. Include the reference number from CORE in your document. Submit your document to the Submissions Area by the due date assigned.
Progress Notes are the part of a where professionals record details to document a ‘s clinical status or achievements during the course of a or over the course of . Reassessment data may be recorded in the Progress Notes, Master Treatment Plan (MTP) and/or MTP review. Progress notes are written in a variety of formats and detail, depending on the clinical situation at hand and the information the clinician wishes to record. One example is the , where the note is organized into Subjective, Objective, Assessment, and Plan sections. Another example is the DART system, organized into Description, Assessment, Response, and Treatment. Documentation of care and treatment is an extremely important part of the treatment process. Progress notes are written by both and to document patient care on a regular interval during a patient’s hospitalization.
Progress notes serve as a record of events during a patient’s care, allow clinicians to compare past status to current status, serve to communicate findings, opinions and plans between physicians and other members of the medical care team, and allow retrospective review of case details for a variety of interested parties. They are the repository of medical facts and clinical thinking, and are intended to be a concise vehicle of communication about a patient’s condition to those who access the health record. The majority of the medical record consists of progress notes documenting the care delivered and the clinical events relevant to and treatment for a patient. They should be readable, easily understood, complete, accurate, and concise. They must also be flexible enough to logically convey to others what happened during an encounter, e.g., the chain of events during the visit, as well as guaranteeing full accountability for documented material, e.g., who recorded the information and when it was recorded.
Physicians are generally required to generate at least one progress note for each patient encounter. Physician documentation is then usually included in the patient’s chart and used for medical, legal, and purposes. Nurses are required to generate progress notes on a more frequent basis, depending on the level of care and may be required anywhere from several times an hour to several times a day.

Assignment: ANA Code of Ethics
Assignment: ANA Code of Ethics
Assignment: ANA Code of Ethics
Week 12 discussion Choose one provision from the ANA Code of Ethics. How is ethical behavior an integral part of being a nurse leader? How does one display the characteristics of a role model with this provision? Does a nurse leader have an ethical foundation to inject into business practice?
Provision 1
The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person.
Provision 2
The nurse’s primary commitment is to the patient, whether an individual, family, group, community, or population.
Provision 3
The nurse promotes, advocates for, and protects the rights, health, and safety of the patient.
Provision 4
The nurse has authority, accountability, and responsibility for nursing practice; makes decisions; and takes action consistent with the obligation to promote health and to provide optimal care.
Provision 5
The nurse owes the same duties to self as to others, including the responsibility to promote health and safety, preserve wholeness of character and integrity, maintain competence, and continue personal and professional growth.
Provision 6
The nurse, through individual and collective effort, establishes, maintains, and improves the ethical environment of the work setting and conditions of employment that are conducive to safe, quality health care.
Provision 7
The nurse, in all roles and settings, advances the profession through research and scholarly inquiry, professional standards development, and the generation of both nursing and health policy.
Provision 8
The nurse collaborates with other health professionals and the public to protect human rights, promote health diplomacy, and reduce health disparities.
Provision 9
The profession of nursing, collectively through its professional organizations, must articulate nursing values, maintain the integrity of the profession, and integrate principle of social justice into nursing and health policy.
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American Nurses Association, Code of Ethics for Nurses with Interpretive Statements, Washington, D.C.: American Nurses Publishing, 2015

Assignment: Clinical Abilities
Assignment: Clinical Abilities
Assignment: Clinical Abilities
Reflection Assignment Guidelines with Scoring Rubric Purpose Students will complete a self-reflection assignment for the purpose of validating their clinical progress. The goal for this activity is to engage the student in considering how their clinical abilities and professional growth are changing. Activity Learning Outcomes Through this assignment, the student will: 1) Review clinical encounters to identify gaps in experience. 2) Propose a plan to narrow the gaps in experience. 3) Identify their own feelings regarding their progress, achievement of personal goals and weaknesses. 4) Chose two (2) NONPF competencies and discuss how the student has met or plans to meet them in the future. Due Date: Assignment must be submitted by Saturday 11:59 p.m. MT. Total Points Possible: 50 Requirements: There are two parts to this assignment. 1. In part 1, students will review their clinical experience documentation in to write a NARRATIVE about their experience thus far. Students should: · Review their patient encounters and identify experience gaps in terms of age, acuity, certain procedures, level of complexity, etc. · State how they plan to narrow this gap in future practicums (i.e., focus on seeing pediatric patients under the age of 5, finding a separate pediatric site for a later practicum, et cetera) · Discuss how they have progressed throughout the practicum by identifying the goals that they have achieved and/or are still working toward · Identify areas of weakness and communicate a plan to address these areas 2. Choose two of the NONPF competencies and describe either (a) how you have met them or (b) how you plan to work toward meeting them in the future. Provide specific examples from your clinical rotation as support. FNP NONPF competencies can be found at: http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/Competencies/CompilationPopFocusComps2013.pdf Preparing the paper The written portion of this assignment is to be completed in a WORD document (.doc) and submitted to the course. Grammar, punctuation, spelling should be observed. In-text citations and reference page should follow APA format. Additionally, the following parameters should be set in the template before you begin: · Font: Times New Roman 11pt · Single space · Spacing set at 0 pt before and after paragraphs (under page layout) Category Points % Description Identify gaps in patient experiences 10 20% After reviewing the clinical encounter summary, the student identifies any gaps in specific patient experiences (i.e. ages, acuities, complexities, procedures, assessments, etc.) and introduces a plan to narrow this gap in future practicum experiences. Discuss progression in clinical 10 20% The student discusses their overall progression in this clinical rotation; specifically identifying personal goals that were achieved or how the student plans to achieve in future practicum experiences. Identify areas of weakness 10 20% The student identifies specific areas of weakness in the clinical setting and communicates a plan to address these deficiencies. NONPF competencies 10 20% Student choses two NONPF competency and describes how the competency was met or how the student plans to meet. Specific examples from the clinical rotation should be provided. Organization, spelling, grammar and APA format 10 20% Narrative summary is provided with consideration to organization, spelling, grammar and APA format. Total 50 100% A quality assignment will meet or exceed all of the above requirements. Grading Rubric Criterion Exceptional Outstanding or highest level of performance Exceeds Very good or high level of performance Meets Satisfactory level of performance Needs Improvement Poor or failing level of performance Developing Unsatisfactory level of performance Content Possible Points = 40 Exceptional Outstanding or highest level of performance Exceeds Very good or high level of performance Meets Satisfactory level of performance Needs Improvement Poor or failing level of performance Developing Unsatisfactory level of performance The student identifies at least one gap in specific patient experiences (i.e. ages, acuities, complexities, procedures, assessments, etc.), outlines their practicum plan and introduces a plan to narrow these gaps in the context of the planned practicum rotations. (Requires 3 critical elements) 10 Points 9 Points 8 Points 4 Points 0 Points Student identifies at least one gap in specific patient experiences this rotation. AND Student lists their practicum plan for the next 4 courses. AND Student presents a brief plan to narrow these gaps within the context of the practicum rotations. Narrative is logical but one critical element is missing. Narrative is logical but two critical elements are missing. One or two critical elements are missing. AND The student’s plan does not relate to narrowing the specific identified gaps in experiences (i.e., not logical) OR is vague or difficult to follow. Three critical elements are missing. AND The student’s plan does not relate to narrowing the specific identified gaps in experiences (i.e., not logical). The student discusses their overall progression in this clinical rotation; specifically identifying personal goals that were achieved and how the student plans to achieve in future practicums. (3 critical elements required) 10 Points 9 Points 8 Points 4 Points 0 Points Student presents their overall progression in the clinical rotation. AND Student clearly identifies personal goals that were achieved. AND Student outlines a plan to achieve goals that were not achieved. Narrative is logical but one critical element is missing. Narrative is logical but two critical elements are missing. One or two critical elements are missing. AND The narrative is vague or difficult to understand or follow. Three critical elements are missing. AND The narrative is difficult to understand or follow. The student identifies at least three specific areas of weakness in the clinical setting and communicates a plan to address these deficiencies. (2 critical elements required) 10 Points 9 Points 8 Points 4 Points 0 Points Student identifies at least three specific areas of weakness. AND Student communicates a plan to address or improve on the deficiencies. Student identifies at least two specific areas of weakness. AND Student communicates a plan to address or improve on the deficiencies. Student identifies one specific area of weakness. AND Student communicates a plan to address or improve on the deficiencies. Student identifies only one specific areas of weakness. BUT Student does not communicate a plan to improve on the deficiencies. Student does not identify an area of weakness. Student choses two NONPF competencies and describes how the competency was met or how the student plans to meet. Specific examples from the clinical rotation should be provided. (3 critical elements required) 10 Points 9 Points 8 Points 4 Points 0 Points Student choses two NONPF competencies. AND Student describes how the competencies were met. AND The student uses specific examples from the clinical rotation. Student choses only one NONPF competency. AND Student describes how the competency was met. AND The student uses specific examples from the clinical rotation. Student chooses one NONPF competency. AND The student describes how the competency was met. BUT The student does not provide specific examples from the clinical rotation. Student identifies one NONPF competency BUT The student does not describe how the competency was met. AND The student does not provide specific examples from the clinical rotation. Student does not identify a NONPF competency. Content Subtotal _____of 40 points Format Possible Points = 10 Narrative summary is provided with consideration to organization, spelling, grammar and APA format. (2 critical elements required) 10 Points 9 Points 8 Points 4 Points 0 Points Summary is clear & easy to follow. AND There are two or less errors in spelling, grammar or in-text/reference APA format. Summary is clear to follow. AND There are three to four errors in spelling, grammar or in-text/reference APA format. Summary is clear to follow. AND There are five to six errors in spelling, grammar or in-text/reference APA format. Summary is difficult to follow/ understand. AND There are seven to nine errors in spelling, grammar or in-text reference APA format. Summary is difficult to follow/understand. AND There are >10 errors in spelling, grammar or in-text reference APA format. Format Subtotal _____of 10 points Total Points _____of 50 points

Assignment: Integrity at Work.
Assignment: Integrity at Work.
Assignment: Integrity at Work.
Week 10 discussion A credible person will do what they say. Describe a time when you felt free in displaying your integrity at work. Describe a time when you felt fearful displaying your integrity at work. What was the determining factor(s) that allowed you to lead by example versus going against your heart? If you never felt free in displaying your integrity at work, describe what conditions would need to exist for you to do so?
Integrity Is an Example of a Value
Integrity is one of the in the employees that they hire. It is the hallmark of a person who demonstrates sound moral and ethical principles at work.
Integrity is the foundation , trust, and effective interpersonal relationships. Any definition of integrity you may find valuable and illustrative will emphasize these factors.
A person who has integrity lives his or her values in relationships with coworkers, customers, and stakeholders. . Acting with honor and truthfulness are also basic tenets in a person with integrity.
People who demonstrate integrity and dependable. They are principled and you can count on them to behave in honorable ways even when no one is watching. They are principled enough that they perform even when no one even knows about their performance. They form the core of the people who you want to hire if you seek a superior, trustworthy workforce.
Examples of Integrity in the Workplace in Action
Integrity is another fundamental value that you immediately recognize when you see it in the behavior of a coworker. But, it’s hard to describe adequately to provide a . So, the following are examples of integrity as it plays out—or should play out—every single day in the workplace. You may be surprised to learn that integrity is demonstrated in large ways and in small daily activities and practices.
1. The CEO of the company kept the employees up-to-date on the struggles the business was experiencing with clear and frequent communication at team meetings. Employees felt as if they knew exactly what was happening. They were not blindsided by the CEO’s request that they all take a 10 percent pay cut so that the or for the time being. The employees also felt confident in the turnaround plan they were following as they had helped develop it and .
2 John was a developer who had taken a path, that was not working out, to optimize the process the code was supposed to create. Rather than patching together a solution that was not optimum, but that would allow him to save his work, . He explained the dead ends he had run into and that he thought that they could create problems for the continual development of advanced features for the software product in the future.
The team discussed and worked through the problem. John scrapped all of his code and started from scratch with the team’s input. His new solution gave the team the ability to expand the product’s capabilities easily in the future.
3. Barbara went to the women’s restroom and used up the last bit of toilet paper in her stall. Rather than leave the dispenser empty for the next employee, she tracked down the location of the toilet paper and replaced the empty roll. Sure, it took her five minutes, but she didn’t leave the next employee in a bind.
4. Ellen missed a deadline for an important deliverable her team was supposed to have developed. Rather than throwing her , even though they hadn’t delivered as promised, she took responsibility for the missed deadline. She addressed the problems with her team and they put in place safeguards that would keep them from underperforming again.
recognized their contribution to the failure but there were no repercussions because Ellen . (They also recognized that a repeat failure was not allowed.)
5. Two team members were discussing another team member’s failure to perform. They talked critically about the individual’s lack of skill and imagination. They criticized his follow-through efforts and his production. Paul entered the room in the midst of , listened for a minute, and then, interrupted. He asked the two team members if they had discussed their issues with the employee who they were criticizing?
6. Mary, the HR manager, was approached by an employee who wanted to formally complain that her boss, . Mary immediately investigated the situation and discovered that indeed, the manager was acting in ways that could be considered bullying.
Other employees had experienced the same behavior. Several employees had brought to his attention about how his actions made them feel (Brave souls.) Mary asked the complaining employee how she wanted the situation handled. The employee asked Mary to to talk to him on her own.

Assignment: Servant-leadership Paradigm
Assignment: Servant-leadership Paradigm
Assignment: Servant-leadership Paradigm
Week 14 discussion How do you affirm people at work? When your coworkers talk about you, what do they say about you? Based on the textbook, relate your responses to the issue of preference according to the servant-leadership paradigm. Compare this form of leadership with the secular view of power as it relates to working relationships.
While servant leadership is a timeless concept, the phrase “servant leadership” was coined by Robert K. Greenleaf in The Servant as Leader, an essay that he first published in 1970. In that essay, Greenleaf said:
“The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.
“The difference manifests itself in the care taken by the servant-first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?“
A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. While traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid,” servant leadership is different. The servant-leader shares power, puts the needs of others first and helps people develop and perform as highly as possible.
THE INSTITUTION AS SERVANT
Robert Greenleaf recognized that organizations as well as individuals could be servant-leaders. Indeed, he had great faith that servant-leader organizations could change the world. In his second major essay, The Institution as Servant, Greenleaf articulated what is often called the “credo.” There he said:
“This is my thesis: caring for persons, the more able and the less able serving each other, is the rock upon which a good society is built. Whereas, until recently, caring was largely person to person, now most of it is mediated through institutions – often large, complex, powerful, impersonal; not always competent; sometimes corrupt. If a better society is to be built, one that is more just and more loving, one that provides greater creative opportunity for its people, then the most open course is to raise both the capacity to serve and the very performance as servant of existing major institutions by new regenerative forces operating within them.”

Assignment: Health Initiatives
Assignment: Health Initiatives
Assignment: Health Initiatives
Week 3 discussion Respond to one of the following questions: Review Healthy People 2020 Global Health Initiatives. Choose one disease process and discuss the disease process, the goal of Healthy People 2020, and how the CDC plays a role in meeting the goal. Search the South University Online Library for caregiver role strain. What is the most important factor that causes caregiver role strain? What can be done to prevent it? Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below.
Health promotion is the process of enabling people to increase control over, and to improve their health.
Health promotion is a set of actions to foster good health and wellbeing. It is not ‘promotion’ as in the sense of the word usually understood. Telling people how to look after their health is just one part of health promotion.
Health promotion involves action:
to inform people of what they could do to stay healthy
to address the things in the community that influence health and wellbeing the most, so that these can be supported.
Health promotion activities are geared toward promoting health and preventing ill-health rather than focusing on people at risk for specific diseases.
Health promotion:
Enables people to increase control over and improve their health
Involves the population as a whole in the context of their everyday lives
Activities are geared toward promoting health and preventing ill-health rather than focusing on people at risk for specific diseases.