Category: Nursing

For this assessment:
• Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan. – See attached document for assessment 1 entitled 4050-1
• Scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.
• Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources under 5 years old.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem of Substance Abuse
Grading Requirements: Be sure to address each point below:
• Design patient-centered health interventions and timelines for a selected health care problem.
• Address three health care issues.
• Design an intervention for each health issue.
• Identify three community resources for each health intervention.
• Consider ethical decisions in designing patient-centered health interventions.
• Consider the practical effects of specific decisions.
• Include the ethical questions that generate uncertainty about the decisions you have made.
• Identify relevant health policy implications for the coordination and continuum of care.
• Cite specific health policy provisions.
• Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
• Clearly explain the need for changes to the plan.
• Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
• • Use the literature on evaluation as guide to compare learning session content with best practices.
• Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
• Competency 1: Adapt care based on patient-centered and person-focused factors.
o Analyze a health concern and the associated best practices for health improvement.
• Competency 2: Collaborate with patients and family to achieve desired outcomes.
o Describe specific goals that should be established to address a selected health care problem.
• Competency 3: Create a satisfying patient experience.
o Identify available community resources for a safe and effective continuum of care.
• Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
o Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
o Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Concisely define evidence-based practice, the evolution of EBP, and how barriers to EBP can be overcome.  Briefly give an example of a compelling clinical question that piques your interest.

Develop a 20-minute video presentation for nursing colleagues highlighting the fundamentalprinciples of care coordination. Create a detailed narrative script for your presentation,approximately 4-5 pages in length. This is a video presentation.
Complete the following:
Develop a video presentation for nursing colleagues highlighting the fundamentalprinciples of care coordination. Include community resources, ethical issues, and policyissues that affect the coordination of care. To prepare, develop a detailed narrativescript. The script will be submitted along with the video.
Note:
You are
not required
to deliver your presentation.
Presentation Format and Length
Create a detailed narrative script for your video presentation, approximately 4–5 pages inlength. Include a reference list at the end of the script.
Supporting Evidence
Cite 3–5 credible sources from peer-reviewed journals or professional industry publicationsto support your video. Include your source citations on a references page appended to yournarrative script. Explore the resources about effective presentations as you prepare yourassessment.
Grading Requirements
The requirements outlined below correspond to the grading criteria in the Care CoordinationPresentation to Colleagues Scoring Guide, so be sure to address each point. Read theperformance-level descriptions for each criterion to see how your work will be assessed.
Outline effective strategies for collaborating with patients and their families to achievedesired health outcomes.
Provide, for example, drug-specific educational interventions, culturalcompetence strategies.
Include evidence that you have to support your selected strategies.
Identify the aspects of change management that directly affect elements of the patientexperience essential to the provision of high-quality, patient-centered care.
All Instructions file :  Assessment 3 Instructions: NURS-FPX4050 – Spring 2024
Scoring Guide fike : Care Coordination Presentation to Colleagues Scoring Guide.pdf

For this assessment, you will develop a 3–5 page paper that examines a safety quality issue in a health care setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.
Expand All
Introduction
Health care organizations and professionals strive to create safe environments for patients; however, due to the complexity of the health care system, maintaining safety can be a challenge. Since nurses comprise the largest group of health care professionals, a great deal of responsibility falls in the hands of practicing nurses. Quality improvement (QI) measures and safety improvement plans are effective interventions to reduce medical errors and sentinel events such as medication errors, falls, infections, and deaths. A 2000 Institute of Medicine (IOM) report indicated that almost one million people are harmed annually in the United States, (Kohn et al., 2000) and 210,000–440,000 die as a result of medical errors (Allen, 2013).
The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.
You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.
References
Allen, M. (2013). How many die from medical mistakes in U.S. hospitals? https://www.npr.org/sections/health-shots/2013/09/20/224507654/how-many-die-from-medical-mistakes-in-u-s-hospitals.
Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. National Academy Press.
Professional Context
As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in health care settings. Effective quality improvement measures result in systemic and organizational changes, ultimately leading to the development of a patient safety culture.
The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures that address a safety quality issue in a health care setting. This will be within the specific context of patient safety risks at a health care setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in health care settings from organizations such as QSEN and the IOM.
Looking through the lens of these professional best practices to examine the current policies and procedures currently in place at your chosen organization and the impact on safety measures for patients surrounding a specific safety quality issue, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote safety in the context of your chosen health care setting.
As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in health care settings. Effective quality improvement measures result in systemic and organizational changes, ultimately leading to the development of a patient safety culture.
The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures that address a safety quality issue in a health care setting. This will be within the specific context of patient safety risks at a health care setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in health care settings from organizations such as QSEN and the IOM.
Looking through the lens of these professional best practices to examine the current policies and procedures currently in place at your chosen organization and the impact on safety measures for patients surrounding a specific safety quality issue, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote medication administration safety in the context of your chosen health care setting.
Scenario
Select one of the safety quality issues presented in the Assessment 01 Supplement: Enhancing Quality and Safety [PDF] Download Assessment 01 Supplement: Enhancing Quality and Safety [PDF]resource and incorporate evidence-based strategies to support communication and ensure safe and effective care.
Instructions
For this assessment, you will analyze a safety quality issue in a health care setting and identify a quality improvement (QI) initiative.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you know what is needed for a distinguished score.
Explain factors leading to a specific patient-safety risk in a health care setting.
Explain evidence-based and best-practice solutions to improve patient safety and reduce costs.
Explain how nurses can help coordinate care to increase patient safety and reduce costs.
Identify stakeholders with whom nurses would coordinate to drive safety enhancements with a specific safety quality issue.
Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.
Additional Requirements
Length of submission: 3–5 pages, plus title and reference pages.
Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
APA formatting: References and citations are formatted according to current APA style.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Analyze the elements of a successful quality improvement initiative.
Explain evidence-based and best-practice solutions to improve patient safety and reduce costs.
Competency 2: Analyze factors that lead to patient safety risks.
Explain factors leading to a specific patient-safety risk in a health care setting.
Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
Explain how nurses can help coordinate care to increase patient safety and reduce costs.
Identify stakeholders with whom nurses would coordinate to drive safety enhancements with a specific safety quality issue.
Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Content Criteria:
Read the case study listed below.
Refer to the rubric for grading requirements.
Utilizing the Week 1 Case Study TemplateLinks to an external site., provide your responses to the case study questions listed below.
You must use at least one scholarly reference to provide pathophysiology statements. For this class, use of the textbook for pathophysiology statements is acceptable. You may also use an appropriate evidence-based journal.
You must use the Clinical Practice Guideline (CPG) for the management of allergic rhinitis to answer the treatment recommendation questions. The guideline can be found at the following web address: https://journals.sagepub.com/doi/10.1177/0194599814561600Links to an external site.. https://journals.sagepub.com/doi/10.1177/0194599814561600
You may also use a medication administration reference such as Epocrates to provide medication names.
Proper APA format (in-text citations, reference page, spelling, English language, and grammar) must be used.
Case Study Scenario
A 35-year-old woman presents to the primary care office with a history of nasal congestion that has worsened over time and recurrent sinus infections. She considered herself healthy until about 12 months ago when she began experiencing rhinorrhea, sneezing, and nasal stuffiness that “seems to never go away”. She noticed that her rhinorrhea greatly improved when she attended her family reunion on a two-week Caribbean cruise but returned after being home a few days. She lives with her husband and 5- year-old child. They have two household pets: a dog that has lived with them for the last 4 years and a cat who joined the family 1 year ago. Upon exam, the NP observed eyelid redness and swelling, conjunctival swelling and erythema, allergic shiners (lower lid venous swelling), Allergic crease (lateral crease on the nose) and inflamed nares.
Case Study Questions
Pathophysiology & Clinical Findings of the Disease
Identify the correct hypersensitivity reaction.
Explain the pathophysiology associated with the chosen hypersensitivity reaction.
Identify at least three subjective findings from the case.
Identify at least three objective findings from the case.
Management of the Disease
*Utilize the required Clinical Practice Guideline (CPG) to support your treatment recommendations.
Identify two strongly recommended medication classes for the treatment of the condition and provide an example (drug name) for each.
Describe the mechanism of action for each of the medication classes identified above.
Identify two treatment options that are NOT recommended (I.e., recommended against).
https://journals.sagepub.com/doi/10.1177/0194599814561600
GRADING RUBRIC
ASSIGNMENT CONTENTCategoryPoints%DescriptionPathophysiology & Clinical Findings of the Disease45%
The student:
Identifies the correct hypersensitivity reaction. 
Explains the pathophysiology associated with the chosen hypersensitivity reaction.
Supports the pathophysiology statement with at least one appropriate, scholarly reference (textbook is acceptable for pathophysiology statements only).
Identifies at least three subjective findings from the case.
Identifies at least three objective findings from the case.
(5 Required Elements)
Management of the Disease 45%
The student:
Utilizes the required Clinical Practice Guideline (CPG) to support the chosen treatment recommendations.
Identifies two strongly recommended medication classes for the treatment of the condition and provides an example (drug name) for each.
Describes the mechanism of action for each of the medications identified.
Identifies two treatment options that are NOT recommended (I.e.,recommended against).
90%Total CONTENT Points = 90 ptsASSIGNMENT FORMATCategoryPoints%DescriptionOrganization, spelling, grammar & APA format10%
The student:
Uses the week 1 case study template for case study responses. 
Provides correct in-text citations for responses which match the reference page.
Has minimal spelling, grammar & APA format errors.
1010%Total FORMAT Points = 10 pts100100%ASSIGNMENT TOTAL = 100 points

Lara Ashton
May 1, 2024, 8:22 PM
Read
Hello Class,
In order to assess the efficacy of a digital prenatal education program that aims to increase the knowledge of prenatal women by 30% in ANCs, it is necessary to conduct a thorough evaluation. The method should involve the implementation of a pre- and post-intervention assessment strategy (O’Neill et al., 2020). At the beginning, the women’s prenatal knowledge should be evaluated through a structured questionnaire that covers the main learning targets of the education program. Such an initial assessment provides a starting point that can be used to compare the effectiveness of the intervention later. After six months of posting the digital program, the same examination should be provided to the same group or the matched cohort of outpatients who attend the clinic. The 30% increase in the average knowledge scores at the end of the end of the intervention would serve as confirmation of the educational intervention. This qualitative approach is not only a good indication of the program’s influence, but it also helps to gather objective assessments.
Using the structured assessment technique brings many benefits. Firstly, it enables the evidence-based decision-making process by offering real data on the program’s efficiency, which is of utmost importance for the sustenance or enlargement of the program. Meanwhile, it helps to find the weak spots in the content or delivery, but also the ability to give timely responses. This is very essential to the program’s ability to act as a channel of communication between the program and its audience and is also important in meeting the program’s educational objectives.
Also, manifesting tangible progress through data boosts trust among stakeholders, such as healthcare providers and potential funders (Daraojimba et al., 2023). This certainty can give rise to more trust and even more funding being directed toward the project. Furthermore, if the initiative demonstrates success, the analysis identifies a starting point for the spread of the program to other regions or modifying it to suit different populations. At last, this evaluation method opens the door for nursing staff’s reflective practice, which increases the number of digital instruments being applied in prenatal care and elevates education and engagement. Consequently, the systematic evaluation not only allows for the analysis of the direct impact of educational programs but also brings to light more comprehensive improvements in professional healthcare practice and patient outcomes.
References
Daraojimba, C., Abioye, K. M., Bakare, A. D., Mhlongo, N. Z., Onunka, O., & Daraojimba, D. O. (2023). Technology and innovation to growth of entrepreneurship and financial boost: a decade in review (2013-2023). International Journal of Management & Entrepreneurship Research, 5(10), 769-792. https://fepbl.com/index.php/ijmer/article/view/593
O’Neill, S., Kreif, N., Sutton, M., & Grieve, R. (2020). A comparison of methods for health policy evaluation with controlled pre‐post designs. Health services research, 55(2), 328-338. https://onlinelibrary.wiley.com/doi/full/10.1111/1475-6773.13274

create a PowerPoint presentation on the selected topic with the minimum of six slides plus title slide and reference slide. all together 8 slide. the rubric is attached.

In a Microsoft Word document of 4-5 pages
formatted in APA style, develop a change proposal for a new technology
that will contribute to a safer patient environment.
In your paper address each of the following criteria:
Describe how the change proposal for the new technology will:
impact patient safety.
be measured to assess the impact of your change.
be communicated to staff and implemented.
Examine human factors related to change and resistance to change.

the student is required to submit an essay paper of 1500 words . this formative assessment focuses on explanation of the development of nursing, models concept to caring approaches and the changing role of the nature of nursing within the contemporary health system. Incorporate effective communication skills to contribute to the nursing roles as interprofessional team to optimized foundational nursing care practices and assignment outcome. Which discuss the historical overview of nursing and health care in ancient times and its impact in the contemporary health care, state, and well communicated in the form of an essay. 

Week 10 Neurocognitive and
Neurodevelopmental Disorders
Training Title 48
Name: Sarah Higgins
Gender: female
Age: 11 years old
T- 97.4
P- 58 R 14 98/62 Ht 4’5 Wt 65lbs
Background: no history of
treatment, developmental milestones met on time, vaccinations up to date.
Sleeps 9-10hrs/night, meals are difficult as she has hard time sitting for
meals, she does get proper nutrition per PCP. she has a younger brother. lives
with her parents in Washington, D.C. No hx of head trauma.
Symptom Media. (Producer).
(2017). Training title 48 [Video].
https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-48
TO PREPARE:
·       
Review this week’s Learning Resources and consider the
insights they provide. Consider how neurocognitive impairments may have similar
presentations to other psychological disorders.
·       
Review the Comprehensive Psychiatric Evaluation template,
which you will use to complete this Assignment.
·       
By Day 1 of this week, select a specific video case study
to use for this Assignment from the Video Case Selections choices in the
Learning Resources. View your assigned video case and review the additional
data for the case in the “Case History Reports” document, keeping the
requirements of the evaluation template in mind.
·       
Consider what history would be necessary to collect from
this patient.
·       
Consider what interview questions you would need to ask
this patient.
·       
Identify at least three possible differential diagnoses for
the patient.
Complete
and submit your Comprehensive Psychiatric Evaluation, including your
differential diagnosis and critical-thinking process to formulate primary
diagnosis.
Incorporate the following into your responses in the template:
Subjective: What details did the patient provide regarding
their chief complaint and symptomology to derive your differential
diagnosis? What is the duration and severity of their symptoms? How are
their symptoms impacting their functioning in life? 
Objective: What observations did you make during the
psychiatric assessment?  
Assessment: Discuss the patient’s mental status
examination results. What were your differential diagnoses? Provide a
minimum of three possible diagnoses with supporting evidence, listed in
order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic
criteria for each differential diagnosis and explain what DSM-5-TR
criteria rules out the differential diagnosis to find an accurate
diagnosis. Explain the critical-thinking process that led you to the
primary diagnosis you selected. Include pertinent positives and pertinent
negatives for the specific patient case.
Reflection notes: What would you do differently with this
client if you could conduct the session over? Also include in your
reflection a discussion related to legal/ethical considerations
(demonstrate critical thinking beyond confidentiality and consent for
treatment!), health promotion and disease prevention taking into
consideration patient factors (such as age, ethnic group, etc.), PMH, and
other risk factors (e.g., socioeconomic, cultural background, etc.).