Category: Nursing

Draw a detailed, three-generation genogram of your family using Monica McGoldrick’s text as your guideline. Do not use family names but identify relationships, cut-offs, nodal events, and multigenerational relationships.

Create a research paper with critical analysis, using 5 different articles about “Breast Cancer”, including introductions and conclusions.

APA FORMAT
1 outside reference
book references:
Cummings-Clay, D. (n.d.). Child development. Pressbooks. https://library.achievingthedream.org/hostoschilddevelopmenteducation/
Module 8. Prenatal Development
Module 9: Early Childhood
Lally, M., & Valentine-French, S. (2019). Lifespan development: A psychological perspective (2nd ed.). Open Textbook Library. https://open.umn.edu/opentextbooks/textbooks/lifespan-development-a-psychological-perspective
Chapter 7. Emerging and Early Adulthood
Chapter 8. Middle Adulthood
Chapter 9. Late Adulthood

OB Topic Paper
Unit 7: Introduction (Required Content) (1 of 2)
Current Assignment: Unit 7: Assignment OB Topic Paper (2 of 2)
Instructions
For this assignment, you will identify a topic from the provided list below OR choose an instructor-approved topic of your choosing related to maternity care.  The written paper will be a minimum of 3 pages not including cover page, references, and infographic. You must utilize at least 2 peer reviewed articles that are current (within the last 5 years).  APA format is required.
Introduction
Identify your chosen topic and provide a discussion for why this topic was chosen. Provide a discussion of the topic and identify how the topic is related to maternity care.
Education
Identify and fully discuss at least two points related to the topic that would be included in an educational plan for the patient/community and/or to other healthcare providers
Impact on pregnant or laboring patient
Identify and fully discuss at least 2 ways this topic will impact the pregnant patient and the care they receive.  Support this discussion with at least one scholarly source.
Impact on fetus/newborn
Identify and fully discuss at least 2 ways this topic will impact the fetus/newborn and the care they receive.  Support this discussion with at least one scholarly source. 
Infographic
Develop a one-page education sheet that condenses this information and education into an easy to read infographic.  You should utilize visual aids and be as creative as you choose to be with design.  This infographic must be uploaded as a PDF and be shared with the class via the week 8 discussion post.  Additionally, review and comment on at least 2 other student’s infographics.
Possible Topics
Drug usage in pregnancy and breastfeeding
Refusal of care (for self or child in cases of emergency or impending death)
Cultural birth/breastfeeding practices (identify culture)
Maternal & infant morbidity/mortality
Reproductive justice
State vs. federal laws in regard to abortion/adoption/surrogacy/assistive reproductive technology)
LGBTQIA+ discrimination/disparity/erasure in reproductive health care settings, aspects of LGBTQ pregnancy, impact of hormone replacement therapy on fertility, LGBTQ-specific competency and sensitivity training
Specific health problem (heart condition, autoimmune disorder, thrombophilia, disability, pregnancies affected by genetic conditions incompatible with life, Preeclampsia, Intrahepatic cholestasis of pregnancy, RTIs)
Epidural use, various alternative pain relief measures in labor
Baby Friendly Hospital Initiative
Complete this assignment and submit it to this assignment dropbox by Sunday at 11:59 pm CT.
Then, the infographic must be posted in the week 8 discussion post.
Estimated time to complete: 4-6 hours
Rubric
NSG526 OB Paper Rubric
NSG526 OB Paper Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction
5 pts
Highly Proficient
Introduction thoroughly explains the four required elements
4 pts
Moderately Proficient
Introduction minimally explains the four required elements
3 pts
Proficient
Introduction is missing one required element
2 pts
Low-Level Proficiency
Introduction is missing two required elements
1 pts
Not Proficient
Introduction is missing three required elements
0 pts
Did Not Complete
No elements covered
5 pts
This criterion is linked to a Learning OutcomeOutcome Education
10 pts
Highly Proficient
Student identifies and fully describes at least 2 education topics related to this subject
8 pts
Moderately Proficient
Student identifies at least 2 topics, the description mostly covers the topics
6 pts
Proficient
Student identifies and fully describes 1 education topic related to this subject
4 pts
Low-Level Proficiency
Student identifies and mostly describes 1 education topic related to this subject
2 pts
Not Proficient
Student identifies and minimally describes 1 education topic related to this subject
0 pts
Did Not Complete
No educational topics identified or described
10 pts
This criterion is linked to a Learning OutcomeImpact on the Pregnant or Laboring Patient
10 pts
Highly Proficient
Student identifies at least 2 ways the topics impact the pregnant/laboring patient and thoroughly explains each item
8 pts
Moderately Proficient
Student identifies at least 2 ways the topics impact the pregnant/laboring patient and mostly explains each item
6 pts
Proficient
Student identifies 1 way the topic impacts the pregnant/laboring patient and thoroughly explains this item
4 pts
Low-Level Proficiency
Student identifies 1 way the topic impacts the pregnant/laboring patient and mostly explains this item
2 pts
Not Proficient
Student identifies 1 way the topic impacts the pregnant/laboring patient and minimally explains this item
0 pts
Did Not Complete
Student does not identify how the activity or topic impacts the pregnant/laboring patient
10 pts
This criterion is linked to a Learning OutcomeImpact on the Fetus or Newborn
10 pts
Highly Proficient
Student identifies at least 2 ways the topic or activity impacts the fetus or newborn and thoroughly explains each item
8 pts
Moderately Proficient
Student identifies at least 2 ways the topic or activity impacts the fetus or newborn and mostly explains each item
6 pts
Proficient
Student identifies 1 way the topic or activity impacts the fetus or newborn and thoroughly explains this item
4 pts
Low-Level Proficiency
Student identifies 1 way the topic or activity impacts the fetus or newborn and mostly explains this item
2 pts
Not Proficient
Student identifies 1 way the topic or activity impacts the fetus or newborn and minimally explains this item
0 pts
Did Not Complete
Student does not identify how the activity or topic impacts the fetus or newborn
10 pts
This criterion is linked to a Learning OutcomeInfographic
10 pts
Highly Proficient
Infographic is creative and fully outlines both educational topics and background, is posted in discussion with 2 responses
8 pts
Moderately Proficient
Infographic lacks creativity but describes both educational topics and background, is posted in discussion with 2 responses
6 pts
Proficient
Infographic mostly describes both educational topics and background, is posted in discussion with 1 response
4 pts
Low-Level Proficiency
Infographic focuses on 1 education topics but fully describes it; minimally provides background, is posted in discussion but no responses
2 pts
Not Proficient
Infographic minimally describes one educational topic; minimally provides background, no peer responses
0 pts
Did Not Complete
No infographic included
10 pts
This criterion is linked to a Learning OutcomeAPA Formatting
5 pts
Highly Proficient
0-1 APA errors in paper
4 pts
Moderately Proficient
2-3 APA errors in paper
3 pts
Proficient
4-5 APA errors in paper
2 pts
Low-Level Proficiency
6-7 APA errors in paper
1 pts
Not Proficient
8-9 APA errors in paper
0 pts
Did Not Complete
10 or more APA errors
5 pts
Total Points: 50

In the assay must Present a differential diagnosis and include reasoning of inclusion/exclusion​
Include identifiers, populations typically affected, and demographics including applicable patient health history and medications contributions.​
Please include citations from known scientific journals
All citations must be in AMA format

Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop and record a 10–12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the local system, city officials, and the disaster relief team.
Professional Context
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).
Preparation
When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to reduce health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
In this assessment, you will assume the role of the senior nurse at a regional hospital who has been assigned to develop a disaster recovery plan for the community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.
Review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.
You are also encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Begin thinking about:
Community needs.
Resources, personnel, budget, and community makeup.
People accountable for implementation of the disaster recovery plan.
Healthy People 2020 goals and 2030 objectives.
A timeline for the recovery effort.
You may also wish to:
Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Plan to lessen health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
Track community progress.
Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Note: Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact  to request accommodations.
Note: Complete the assessments in this course in the order in which they are presented.
Instructions
First, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.
Then complete the following:
Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.
Assess community needs.
Consider resources, personnel, budget, and community makeup.
Identify the people accountable for implementation of the plan and describe their roles.
Focus on specific Healthy People 2020 goals and 2030 objectives.
Include a timeline for the recovery effort.
Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
Include in your plan the equitable allocation of services for the diverse community.
Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
Plan to reduce health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
Track and trace-map community progress.
Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
Describe the plan for contact tracing during the disaster and recovery phase.
Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource for city officials and the disaster relief team. Be sure to also include speaker notes.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
Be sure that your slide deck includes the following slides:
Title slide.
Recovery plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.
The following resources will help you create and deliver an effective presentation:
Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
Consider the interrelationships among these factors.
Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
Explain how health and governmental policy impact disaster recovery efforts.
Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
Include evidence to support your strategies.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Develop your presentation with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Additional Requirements
Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

1. Choose a specific topic within the field of
pathophysiology that interests you. This could be a particular disease,
disorder, or physiological process.
2. Conduct thorough research on your chosen topic. Explore
scientific journals, textbooks, and reputable online sources to gather
information and understand the field’s current knowledge and research gaps.
3.. Structure your paper into sections, including an
introduction, literature review, methodology (if applicable), results/findings
(if applicable), discussion, and conclusion.
– Introduction:
Provide background information on the topic, establish the significance of the
research, and present your thesis statement.
– Literature
review: Summarize and analyze relevant studies, theories, and findings related
to your topic. Identify gaps or controversies in the existing literature.
– Methodology: If
your paper includes original research, describe the methods and procedures you
used to gather and analyze data. If not, skip this section.
– Results/Findings:
Present and interpret the results of your research, experiments, or analysis.
Include relevant tables, figures, or graphs to support your findings.
– Discussion:
Analyze and interpret your results about the existing literature. Discuss the
implications, limitations, and potential future directions of your research.
– Conclusion:
Summarize your main findings, restate your thesis statement, and provide
closing remarks on the significance of your research.
4.. Use proper citation and referencing throughout your
paper. Follow a specific citation style (e.g., APA) as your instructor or
department requires.
5.. Pay attention to the language and style of your writing.
Use clear and concise sentences, avoid jargon or unnecessary technical terms,
and proofread your work for grammar and spelling errors.
6.. Include a reference list or bibliography at the end of
your paper, listing all the sources you cited in your text.
7. Finally, revise and edit your paper to ensure coherence,
logical flow, and overall quality of writing. Seek feedback from peers,
professors, or writing centers to improve your final draft.

Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community.
Introduction
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern or health need. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).
Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.
Professional Context
Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).
As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).
It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.
What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.
What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.
References
Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html
U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople
Preparation
For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility.
To prepare for this assessment, first select a health concern or health need from the Assessment 01 Supplement: Health Promotion Plan [PDF] Download Assessment 01 Supplement: Health Promotion Plan [PDF]resource.
Consider the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community.
Then investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.
In addition, you are encouraged to:
Complete the Vila Health: Effective Interpersonal Communications simulation. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.
Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
Review the MacLeod article, “Making SMART Goals Smarter.”
Note: You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your Assessment 4 (Health Promotion Plan Presentation). In Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.
Instructions
To complete your hypothetical health promotion plan, please use the following outline to guide your work:
Health Promotion Plan
To begin, first select a health issue or need that will be the focus of your assessment from the Assessment 01 Supplement: Health Promotion Plan [PDF]  Download Assessment 01 Supplement: Health Promotion Plan [PDF]resource.
After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.
Create a scenario as if this project were being completed face-to-face.
Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).
Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.
Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.
Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).
Identify the individual or group’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.
Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.
Document Format and Length
Your health promotion plan should be 3–4 pages in length.
Supporting Evidence
Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Analyze the health concern that is the focus of your health promotion plan.
Consider underlying assumptions and points of uncertainty in your analysis.
Explain why a health concern is important for health promotion within a specific population.
Examine current population health data.
Consider the factors that contribute to health, health disparities, and access to services.
Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
Write with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

Building Block #6 Conducting a Literature Review on your Research Topic!
For this discussion, you will conduct a literature review on a nursing research topic of your choice. This activity is designed to enhance your skills in identifying and analyzing peer-reviewed research articles relevant to your chosen subject. Please follow the guidelines below:
1.Name Your Topic and Explain Your Choice:
Begin by stating the title of your selected nursing research topic.
Provide a brief explanation as to why you have chosen this particular topic. Consider its significance in current nursing practice or its relevance to your personal or professional interests.
2.Submit 3-4 Peer-Reviewed Articles:
Conduct a thorough literature search and select three to four (3-4) peer-reviewed research articles that are pertinent to your topic.
For each article, provide a full citation in APA format.
Summarize the key findings of each article and explain how they support your research topic.
Reminders :
APA paragraph format-(Single space, intext citations)- including APA format references(Minimum 2 references)
Minimum **500 words.
Follow APA format 7th edition
Topic Name and Justification: Clearly state your research topic and explain why you selected it.
Citations and Summaries: Provide full APA citations for each of the three to four peer-reviewed articles and summarize their key findings.
2 .Ensure the discussion is academically written with references and 1 textbook reference.
3.Intext citations are required(7th edition)
4.Peer-reviewed articles only
5.Articles must be within 5 years.
https://owl.purdue.edu/owl/research_and_citation/conducting_research/writing_a_literature_review.html

The purpose of this individual assignment is to assist your transition to a professional nursing role by reflecting upon your background and why you want to be a nurse.
Write a 5- to 10-page page that assess your past experiences, diagnoses your personal nursing expectations, and plans an implementation strategy for your professional goals as you move forward in your career. Your paper should:
Include a title page and be double spaced with 12-point Times New Roman font.
References 2 nursing journal articles demonstrating the connections between personal attributes and the nursing profession.
Relating the articles and the nursing process to your personal goals and aspirations.