Category: Nursing

THE CLINICAL JUDGEMENT FORM NEEDS TO BE FILLED IN THERES ONE ON THE SAME PATEINT FOR THE LAB VALUES PLEASE USE THOSE AND THE INFORMATION BUT MAKE IT BETTER 

Present your approved intervention to the patient, family, or group and record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
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Introduction
Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).
For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.
Reference
Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).
Instructions
Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.
Part 1
Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in Capella Academic Portal.
The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of nine (9) practicum hours. All hours must be recorded in the Capella Academic Portal. Please review the BSN Practicum Campus page for more information and instructions on how to log your hours.
Use the Intervention Feedback Form: Assessment 5 [PDF] Download Intervention Feedback Form: Assessment 5 [PDF]as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.
Part 2
Record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.
You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this courseroom tool.
Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact  to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.
Requirements
The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.
Assess the contribution of your intervention to patient or family satisfaction and quality of life.
Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
Explain how your intervention enhances the patient, family, or group experience.
Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.
Explain how the principles of evidence-based practice informed this aspect of your project.
Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.
Identify opportunities to improve health care technology use in future practice.
Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.
Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
Explain whether capstone project outcomes matched your initial predictions.
Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
Discuss whether your intervention can, or will be, adopted as a best practice.
Describe the generalizability of your intervention outside this particular setting.
Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.
Address your provision of ethical care and demonstration of professional standards.
Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
Communicate professionally in a clear, audible, and well-organized video.
Additional Requirements
Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time.
Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.
Competency 5: Analyze the impact of health policy on quality and cost of care.
Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.
Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.
Competency 8: Integrate professional standards and values into practice.
Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
Communicate professionally in a clear and well-organized video.

PPT assignment General Instructions
Information systems include the hardware and software that process data and information for problem-solving. Health information systems (HIS) provide information within the healthcare setting, which includes collecting, storing, and managing EHRs. Health information systems include both clinical and administrative information systems.
Select either an administrative information system or a clinical information system currently used within your organization. Create a PowerPoint Presentation and address the following requirements:
Use Microsoft PowerPoint to create the presentation with 6-8 slides (excluding title and reference slides)
Include speaker notes for all slides except the title and reference slides. Use complete sentences.
Provide resources from at least two scholarly resources. Include in-text citations in APA format when applicable.
Include the following sections :(detailed criteria listed below)
Title Slide
Description: Describe the selected information system. Include the name of the product. Identify the system as administrative or clinical. Describe the purpose of the information system.
Workflow and Outcomes: Explain how the selected information system can be used to impact workflow and client outcomes. Provide support from at least one scholarly source.
Documentation and Communication: Describe how the selected information system supports documentation of client care and communication between healthcare professionals. Provide support from at least one scholarly source.
Quality, Ethical, Efficient Care: Explain how the selected information system supports the provision of quality, ethical, and efficient client care in your organization. Provide support from at least one scholarly source.
Client-centered Care: Describe how the selected information system supports the provision of client-centered care within your organization. Provide support from at least one scholarly source.
Reflection: Reflect on your learning and consider how the knowledge will improve your effectiveness as an advanced practice nurse.
References: Provide complete reference in APA format, may use bullets. Hanging indents are not required.

Teaching plan for “Bathing, Diapering, and Clothing of baby”. – FOLLOW THE BLANK TEACHING OUTLINE THAT IS ATTACHED
Parent Education Teaching Project
Overview: This project is designed to assess your knowledge (gained by research of topic based on evidenced based practice) and presentation of a selected maternal/newborn teaching topic to a patient/family (role-play by peers/faculty) and will include the following:
Objectives:
Gain knowledge about a chosen topic based on evidenced based practice (EBP) within the maternal-newborn specialty area in preparation for patient teaching.
Create an organized teaching outline regarding the chosen maternal-newborn topic to include specific teaching points and information to be taught to patients and their families.
Apply principles of Knowles’ theory of adult learning into the teaching outline to ensure the patient is being taught at an appropriate level for age.
Demonstrate full knowledge of topic and be able to teach that topic to patient/family.
Effectively communicate with patient/family in a manner that is understood by patient/family.
Demonstrate a professional manner at all times in the role of “nurse” when teaching patient/family.
Develop 3 measurable goals/objectives relevant to chosen maternal-topic and be able to show those goals were met/unmet during presentation.
Gain confidence in presenting in front of a group of peers and faculty
Part A: Teaching Outline (see rubric)
Integrate at least three references (within past 5 years), to include 1 journal article, 1 textbook, and 1 scholarly and reputable website in the planning, implementation, and evaluation of the teaching outline. No nursing care plan books allowed as the 1 textbook reference but may be used as an additional reference. The student must utilize APA format for title page, outline citations and references. Final outline can be any style or format but MUST be organized and easy to follow.
Include a minimum of three, clearly stated and measurable outcomes or learning objectives at the beginning of the outline. Outcomes/learning objectives must be specific and measurable and be able to be completed by patient/family during your presentation.
Pre-select principles from Knowles Adult Learning Theory (teaching methods and evaluation methods) that will be used in your teaching practicum and include these principals at the end of your teaching outline. Include a brief statement of how the adult learning theory applies to your patient and the teaching style you will use.
Teaching outline: This is an outline of what will be taught to the patient/family and the order in which you will present the topic points. It should flow in an organized and methodical manner including topic points and information that will cover the teaching topic you chose. The teaching outline should NO MORE than 3 or 4 pages in length. You will have up to 20 minutes to complete your teaching in a role-play scenario on presentation day. Make sure your teaching is complete and comprehensive. Questions will be asked by your “patient/family” during your presentation and after your presentation by your faculty and peers.
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TEACHING AID EXAMPLE: (also attached under)
https://nationalu.brightspace.com/content/enforced…
https://nationalu.brightspace.com/content/enforced…
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* FOLLOW THE BLANK TEACHING OUTLINE THAT IS ATTACHED FOR MY TOPIC – “Bathing, Diapering, and Clothing of baby” **

What examples of advocacy do you see in your own nursing practice? List and discuss 2 examples.
Submission Instructions:
Your initial post should be  formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

Explain about how blood pressure what contributes to low blood pressure 
Explain about how low blood pressure causes falls.
explain about how to prevent low blood pressure and intervents.
Facts about low blood pressure
LRC Project Directions, Guidance, and Rubric: Geriatric Health Promotion Campaign
Start Assignment
Due Tuesday by 12:30pm
Points 100
Submitting a text entry box or a file upload
File Types doc, docx, pdf, ppt, and pptx
Objective:
To design and implement a health promotion campaign targeting a specific aspect of geriatric health for a selected population.
Instructions:
Topic Selection: Each group selects a specific aspect of geriatric health for their health promotion campaign. Examples include fall prevention, medication management, nutrition, physical activity, cognitive health, or social engagement.
Target Population: Identify a target population within the geriatric community (e.g., residents of assisted living facilities, older adults in a community center, elderly patients in a hospital setting).
Campaign Planning:
Conduct a needs assessment to understand the health needs and preferences of the target population.
Develop campaign objectives and goals based on identified needs.
Design campaign materials and activities tailored to the chosen aspect of geriatric health and the target population’s preferences (e.g., brochures, posters, workshops, interactive sessions).
Plan logistics, including scheduling, location, and resources required for implementing the campaign.
Implementation: Execute the health promotion campaign according to the planned activities and timeline. Each group member should have designated responsibilities during the implementation phase.
Evaluation:
Assess the effectiveness of the campaign in achieving its objectives and goals.
Collect feedback from the target population regarding their engagement, knowledge gained, and behavior change (if applicable).
Reflect on strengths, weaknesses, and areas for improvement of the campaign.
Presentation: Each group presents their health promotion campaign to the class. The presentation should include:
Overview of the chosen aspect of geriatric health and its significance
Description of the target population and needs assessment findings
Explanation of campaign objectives, activities, and materials
Evaluation findings and reflection on the campaign’s impact
Lessons learned and recommendations for future health promotion efforts
Peer Feedback: After presentations, provide constructive feedback to each group based on the effectiveness of their campaign and presentation.
Reflection: Individually, students write a reflection paper discussing their contributions to the campaign, challenges faced, and personal learning outcomes.
Assessment Criteria:
Relevance and appropriateness of the chosen aspect of geriatric health
Creativity and effectiveness of campaign materials and activities
Engagement and interaction with the target population
Evaluation of the campaign’s impact and reflection on lessons learned
Quality of the presentation and teamwork demonstrated by group members
Depth and insightfulness of the reflection paper
This assignment promotes student engagement, creativity, and critical thinking while addressing the importance of health promotion in geriatric nursing practice. It also provides valuable experience in designing and implementing community-based interventions for older adults.
Geriatric Health Promotion Campaign Rubric
Criteria
Excellent (4)
Good (3)
Fair (2)
Needs Improvement (1)
Relevance and Appropriateness
The chosen aspect of geriatric health is highly relevant and well-suited to the target population.
The chosen aspect of geriatric health is relevant to the target population.
The chosen aspect of geriatric health is somewhat relevant to the target population.
The chosen aspect of geriatric health is not relevant to the target population.
Creativity and Effectiveness of Campaign Materials
Campaign materials are highly creative, engaging, and effectively communicate key messages.
Campaign materials are creative, engaging, and effectively communicate key messages.
Campaign materials are somewhat creative and engaging but may lack clarity in key messages.
Campaign materials are not creative, engaging, or clear in communicating key messages.
Engagement and Interaction with Target Population
The group actively engages the target population, fostering meaningful interaction and participation.
The group engages the target population effectively, encouraging participation in campaign activities.
The group somewhat engages the target population, but participation is limited.
The group fails to effectively engage the target population, resulting in minimal participation.
Evaluation of Campaign Impact
Comprehensive evaluation methods are used to assess the impact of the campaign, providing robust evidence of effectiveness.
Evaluation methods are employed to assess the impact of the campaign, yielding insightful findings on effectiveness.
Evaluation methods are somewhat utilized to assess the impact of the campaign, but findings lack depth.
Evaluation methods are not effectively utilized to assess the impact of the campaign, yielding limited or inconclusive findings.
Reflection and Lessons Learned
Reflection demonstrates deep insight into personal contributions, challenges faced, and lessons learned from the campaign experience.
Reflection demonstrates a good understanding of personal contributions, challenges faced, and lessons learned from the campaign experience.
Reflection demonstrates some understanding of personal contributions, challenges faced, and lessons learned from the campaign experience.
Reflection lacks depth or fails to adequately address personal contributions, challenges faced, and lessons learned from the campaign experience.
Presentation and Teamwork
The presentation is well-organized, articulate, and effectively delivered. Each group member contributes meaningfully to the presentation, demonstrating excellent teamwork.
The presentation is organized, clear, and effectively delivered. Each group member contributes to the presentation, demonstrating good teamwork.
The presentation is somewhat organized and delivered adequately. Each group member contributes to the presentation, but teamwork could be improved.
The presentation is disorganized or poorly delivered. Team members do not contribute effectively to the presentation, demonstrating poor teamwork.

Mrs. Nguyen is an 80 year old female who was brought to the emergency department by ambulance after suffering a myocardial infraction in the community. Mrs. Nguyen was resuscitated in the field by the paramedics. She has advanced dementia and has been deemed not capable of making her own treatment decisions by her physician. 
Mrs. Nguyen has three children two sons and a daughter who are joint substitute decision-makers. When the two sons arrive at the hospital they advise the healthcare team that Mrs. Nguyen has an advance care directive for do not resuscitate DNR and no life sustaining treatment. 
As Mrs. Nguyen’s condition continues to deteriorate the two sons decide that she should be made palliative and comfort care only. The healthcare team is in agreement with this plan of care. However, the daughter demands that Mrs. Nguyen should be admitted to the intensive care unit and that that all life-sustaining treatments and every effort should be used to keep her alive.
This is an academic paper that should be written in essay format. Your paper needs to have an introduction, discussion, and conclusion section in a professionally composed paper of your creation. The use of subheadings is acceptable. Proper citations (APA) need to be throughout the paper and match the reference list as per APA and academic integrity guidelines. Please see the Rubric and required elements attached after the case studies in this document.
1. What is the main ethical issue that is presented in the scenario? Is it a dilemma and why?
2. What are the two ethical principles that might be involved and why? What ethical theory best applies to the situation and why?
3. Explain which two CNO values (s) and commitments is/are involved in this case study and why? (Refer to CNO standards and guidelines documents)
4. Explain which two CNA value(s) is/are involved in this case study and why?
5. Is there any legislation (law) that exists related to the chosen scenario that can aid in the decision-making regarding this case? If so, outline the legislation and how it is applied. The law may have limitations or exemptions to discuss. You will need to research this element independently. 
6. Using either the Nursing Process as a framework (as outlined in the CNO Ethics Practice Standard) or the Decision-Making Process (listed on p. 93, Potter, Perry (2017) Box 7-4 examine the ethical situation described. Other relevant steps identified in the literature may supplement your analysis of the ethical issue.
7. Decide on the best course of action based on your analysis and research and describe it. How would you carry out the implementation of the plan? How would the success of the plan be evaluated?
8. Provide an individual reflective summary (LEARN), including how you felt throughout the process. Was your value system questioned or tested as you worked through the process? Did you feel comfortable with the proposed solution to the case study? How would you approach this situation in the future, identify two evidence-based strategies. (When answering this question ONLY, you may do so using the first-person ex. I felt…).

read the Kruger and Dunning (1999) (see attached) : Kruger and Dunning Study .pdf
Next listen to this short  audio clip from the NPR Podcast This American Life Act Two Ignorance for DummiesLinks (https://www.thisamericanlife.org/585/in-defense-of-ignorance/act-two-8). it may help make the steps and process of the study clearer. Please note that this is an entertainment podcast so it may have some bias that you would not want in research manuscripts but I thought it was helpful to hear the background and process explained. 
Next, please answer the following: 1.) Based on these materials, summarize the stages of the research process as outlined in Chapter 1  Figure 1.2 from initial observation to analyzing the data. Be sure to include each state in the figure and include some of the hypotheses and variables tested. How easy or difficult was the research process to follow in this study? 2.) Evaluate the charts and figures used in the article to present the data. Are they clear? Do they convey the information well?  do you have any further suggestions on best presenting the data? 

S- chief complaint and first person narrative 
o- mental status exam 
A- icd-10 code
P- treatment plan including medication management

Required ResourcesIn your American History course, you will utilize scholarly sources to address questions in the weekly assignments. Please be advised that History.com, Wiki, Wikipedia, or websites such as cliffnotes.com, studymode.com, coursehero.com, and the like are not deemed scholarly sources. Below is a list of resources you must choose from:
Textbook: Chapters 9, 10, 11, 13
Lesson
Minimum of 2 scholarly sources from the Chamberlain Library resources below:Sources for the Week 3 Case Study topics are available by accessing this link.Links to an external site.
The “Popular Data Bases” within the Library Guide for scholarly sources and videos via Search Popular History DatabasesLinks to an external site. or the History Library GuideLinks to an external site..
InstructionsPick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic. Use the available resources from the list above to support your selected topic.
It’s highly recommended that you download and use the suggested assignment template for each topic to complete this case study.
When you complete the template, upload and submit it in the assignment dropbox on this webpage. Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
Medical Practices Mexican War v. Civil War
Describe medical care challenges during the Mexican War and the Civil War. Assess American policy regarding treating the wounded during the Mexican War versus the American Civil War. What are some similarities and differences? Analyze how disease posed a more significant threat than the battlefield of both wars. How has military medicine improved today compared to the Mexican and Civil Wars? Topic 1 Assignment TemplateLinks to an external site. (Recommended)
Writing RequirementsLength: 2–3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
In-text citations that correspond with your end references