questions

/in /by

Original Work, No Plagiarism, Cite and Reference

Using the following 
linkLinks to an external site., watch the video entitled, ”
Data Cherry Picking”
https://ori.hhs.gov/images/ddblock/SCRIPT-03-hi-res.mp4 and answer the following discussion questions:

1. What pressures are being faced by the postdoctoral fellow?

2. How might those pressures change how he conducts his research?

3. What ethical issues are raised if misleading data are presented in a grant application or publication?

4. How do you balance work/home life? Should you be able to discuss these expectations with the PI or clinical director?

module 2

/in /by

This discussion is based on a story of an 18-month old named Josie King that lost her life because of a medical error. Josie's mother used the settlement money to create the Josie King Foundation to help reduce the mortality rate by encouraging hospitals to adopt patient-safety programs.

Instructions:

1. Read the 

Josie's Story Teaches Hospitals How to Become SaferLinks to an external site.
.

2. Read the following safety techniques for patients:

·

For Caregivers Links to an external site.

·

Patient Safety Links to an external site.

3. Watch the 

Josie King StoryLinks to an external site.
 video.

4. Write your feelings about Josie and the culture of hiding mistakes and the approximately 98,000 persons that die each year in America because of medical errors.

5. Answer the questions as thoroughly and concisely as possible.

· Be sure to reference any works that you utilize in answering the questions (Be sure that references are in APA format).

6. Please respond to at least one (1) of your classmate's posting.

W5 R see attachment

/in /by

Make a follow-up of a student's weekly discussion and respond with your opinion regarding to her post

——You don't have to post this in APA format necessarily, it's just giving feedback to the student .



Lili Ketema


Clinical Decision Support Systems

Pros

Cons

Patient Safety. Clinical Decision Support Systems empower Advanced Practice Nurses to make decisions in a timely and informed manner by detecting diseases early and managing them effectively (Ayed Aloufi, 2020). CDSS has reminder systems for medical events different from the ones related to medicine. For example, CDSS for measuring blood glucose in the ICU can decrease the frequency of hypoglycemia events (Sutton et al., 2020). This CDSS automatically prompts nurses to take glucose measurements with respect to the local glucose monitoring protocol that specifies particular patient demographics and previous glucose trends.

Overreliance. CDSS may increase patient safety but increase reliance on the system, resulting in a decrease in critical thinking capabilities since the APN does not feel impelled to utilize their clinical judgment capabilities. This development is undesirable because the APN becomes less equipped for a task that they can execute in the absence of a CDSS. Sutton et al. (2020) compare overreliance on CDSS to using a calculator in math; the authors indicate that the user’s mental math skills decline with extended use. Therefore, APNs may end up less equipped to execute the services they should execute with ease. 

Improved Accuracy and Efficiency. CDSS can process significant quantities of patient data swiftly and precisely, empowering providers of care to effectively diagnose and plan for treatment (Ayed Aloufi, 2020). This decreases the possibility of errors by providing computerized consultation. The Diagnostic Decision Support Service provides data/user selections and then outputs a list of possible diagnoses (Sutton et al., 2020). These developments enhance EHR-integration as well as standardized vocabulary such as Snomed Clinical Terms.      

System and Content Maintenance. Maintenance is an often neglected aspect of the lifecycle of the CDSS. Maintenance encompasses technical and content of the systems that power the CDSS. The applications and knowledge-base of the CDSS should always be apace with the shifting nature of clinical guidelines and medical practice. Failure to stay updated may limit the CDSS’ capacity to maintain the desired levels of accuracy and efficiency. Sutton et al. (2020) assert that even the healthcare institutions that are highly advanced experience challenges keep9ing abreast with keeping their systems updated due to the inevitability of changes in medical knowledge bases. 

Cost Containment. The capacity of CDSS to decrease the length of stay for in-patients, provide clinical interventions, decrease test duplication, and suggest cheaper alternatives of medicine makes the systems more efficient (Sutton et al., 2020). For example, a CPOE-integrated has the capacity to limit the scheduling of blood count to a 24-hr interval when implemented in a paediatric cardiovascular intensive care unit. This laboratory resource utilization cost-reduction has a predictable cost discount of $717,538 every year, minus increasing mortality or length of stay. These advantages reveal the highly capabe nature of the CDSS to contain costs associated with hospital procedures and the overall ROI associated with CDSSs.  

The system is predicated on computer literacy. Decreased proficiency in technology can be limiting when a person is engaging with CDSS. The high design details associated with CDSS may be exceedingly complicated, decreasing the capacity of some APNs to use them to reach the advantages associated with the implementation of the system within a hospital setting (Sutton et al., 2020). Although some systems stay as close to close functionality as possible, every new system has a learning period, meaning the baseline of the technological competence of users is appropriate. Further training for APNs increase on the costs that the institution was aiming at cutting in the first place.

Future role as an APN and clinical patient and scenario 

A 68 year old man who has a history of diabetes, hypertension, and chronic renal disease shows up at the clinic complaining of fatigue, increased thirst, and frequent urination. Since I feel the patient's symptoms might be brought on by uncontrolled diabetes, I have made the decision as a prospective APN healthcare professional to ask for a blood test to confirm the diagnosis.

Impact of CDSS: Before prescribing any new medications, the system alerts me about the patient's current medications, which include metformin and lisinopril. The CDSS also prompts  to consider the patient's renal status.

After noting the CDSS alert, I decide to review the patient's most recent lab results, particularly the estimated glomerular filtration rate (eGFR). The patient has substantial renal impairment, as seen by their eGFR, which is less than 30 mL/min/1.73m2, as I learned after examining the lab results.

In light of the CDSS alert and the patient's test results, I decide to alter the patient's prescription regimen. As opposed to providing a conventional oral anti-diabetic prescription like sulfonylureas, which may be contraindicated in patients with severe renal impairment, as APN i would consider alternate choices such insulin treatment or a newer family of anti-diabetic pharmaceuticals that are safe for patients with renal impairment.

Based on the patient's renal function and the medications they were taking at the time, the CDSS made recommendations. This let the medical practitioner make a more informed decision and avoid any side effects or drug interactions.

This scenario demonstrates how a CDSS might influence a provider's decision by providing timely reminders and cautions based on the patient's specific clinical data. It guarantees that the healthcare provider considers all relevant information and selects the best course of action for the patient's unique needs.

References

Ayed Aloufi, M. (2020). Effect of clinical decision support systems on quality of care by nurses. 
International Journal for Quality Research, 
14(3), 665–678. https://doi.org/10.24874/ijqr14.03-01

Sutton, R. T., Pincock, D., Baumgart, D. C., Sadowski, D. C., Fedorak, R. N., & Kroeker, K. I. (2020). An overview of clinical decision support systems: Benefits, risks, and strategies for Success. 
Npj Digital Medicine, 
3(1). https://doi.org/10.1038/s41746-020-0221-y

 

mental health

/in /by

Psychiatric Diagnosis and DSM 5 Diagnostic Criteria

History of Present Psychiatric Illness

(Presenting signs & symptoms/ Previous Psychiatric Admission / Outpatient Mental Health Services)

CON
CEPT MAP

Pathophysiology – (to the cellular level)

Medical Diagnosis

Clinical Manifestations (all data subjective and objective: labs, radiology, all diagnostic studies) (What symptoms does your client present with?)

Complications

Treatment (Medical, medications, intervention and supportive)

Risk Factors (chemical, environmental, psychological, physiological and genetic)

Nursing Diagnosis

Problem statement: (NANDA)

Related to: (What is happening in the body to cause the issue?)

Manifested by: (Specific symptoms)

General Appearance

Presenting Appearance (nutritional status, physical deformities, hearing impaired, glasses, injuries, cane)
Basic Grooming and Hygiene (clean, disheveled and whether it is appropriate attire for the weather)

Gait and Motor Coordination (awkward, staggering, shuffling, rigid, trembling with intentional movement or at rest),
posture (slouched, erect),
any noticeable mannerisms or gestures

Level of Participation in the Program/Activity (Group attendance and milieu participation, exercise)

Manner and Approach

Interpersonal Characteristics and Approach to Evaluation (oppositional/resistant, submissive, defensive, open and friendly, candid and cooperative, showed subdued mistrust and hostility, excessive shyness)

Behavioral Approach (distant, indifferent, unconcerned, evasive, negative, irritable, depressive, anxious, sullen, angry, assaultive, exhibitionistic, seductive, frightened, alert, agitated, lethargic, needed minor/considerable reinforcement and soothing).
Coping and stress tolerance.

Speech (normal rate and volume, pressured, slow, loud, quiet, impoverished)

Expressive Language (no problems expressing self, circumstantial and tangential responses, difficulties finding words, echolalia, mumbling)

Receptive Language (normal, able to comprehend questions,

Orientation, Alertness, and Thought Process

Recall and Memory (recalls recent and past events in their personal history).
Recalls three words (e.g., Cadillac, zebra, and purple)
Orientation (person, place, time, presidents, your name)

Alertness (sleepy, alert, dull and uninterested, highly distractible)
Coherence (responses were coherent and easy to understand, simplistic and concrete, lacking in necessary detail, overly detailed and difficult to follow)

Concentration and Attention (naming the days of the week or months of the year in reverse order, spelling the word “world”, their own last name, or the ABC's backwards)

Thought Processes (loose associations, confabulations, flight of ideas, ideas of reference, illogical thinking, grandiosity, magical thinking, obsessions, perseveration, delusions, reports of experiences of depersonalization).
Values and belief system

Hallucinations and Delusions (presence, absence, denied visual but admitted olfactory and auditory, denied but showed signs of them during testing, denied except for times associated with the use of substances, denied while taking medications)

Judgment and Insight (based on explanations of what they did, what happened, and if they expected the outcome, good, poor, fair, strong)

Mood and Affect

Mood or how they feel most days (happy, sad, despondent, melancholic, euphoric, elevated, depressed, irritable, anxious, angry).
Affect or how they felt at a given moment (comments can include range of emotions such as broad, restricted, blunted, flat, inappropriate, labile, consistent with the content of the conversation.

Rapport (easy to establish, initially difficult but easier over time, difficult to establish, tenuous, easily upset)
Facial and Emotional Expressions (relaxed, tense, smiled, laughed, became insulting, yelled, happy, sad, alert, day-dreamy, angry, smiling, distrustful/suspicious, tearful, pessimistic, optimistic)

Response to Failure on Test Items (unaware, frustrated, anxious, obsessed, unaffected)
Impulsivity (poor, effected by substance use)
Anxiety (note level of anxiety, any behaviors that indicated anxiety, ways they handled it)

Lab

Range

Value

Reason Obtained

Risk Assessment:

Suicidal and Homicidal Ideation

(ideation but no plan or intent, clear/unclear plan but no intent) Self-Injurious Behavior (cutting, burning) Hypersexual, Elopement, Non-adherence to treatment

Discharge Plans and Instruction: Placement, outpatient treatment, partial hospitalization, sober living, board and care, shelter, long term care facility, 12 step program

Teaching Assessment and Client / Family Education:

(Disease process, medication, coping, relaxation, diet, exercise, hygiene) Include barriers to learning and preferred learning styles

Research Designs Nursing 250 words

/in /by

Due 9/8 3 pm EST

250 Words not including  2 references (No Title Page) APA  All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format. 

 

  1. Compare and contrast qualitative and quantitative research designs. Think about this in terms of methodology and outcome.
  2. If you were to actually conduct your own research study, would your selected evidence-based practice problem/topic lend itself to a qualitative or quantitative design? (Describe specifics around the topic to support your findings.) (Topic: Health Equity)

mental health

/in /by

Psychiatric Diagnosis and DSM 5 Diagnostic Criteria

History of Present Psychiatric Illness

(Presenting signs & symptoms/ Previous Psychiatric Admission / Outpatient Mental Health Services)

CON
CEPT MAP

Pathophysiology – (to the cellular level)

Medical Diagnosis

Clinical Manifestations (all data subjective and objective: labs, radiology, all diagnostic studies) (What symptoms does your client present with?)

Complications

Treatment (Medical, medications, intervention and supportive)

Risk Factors (chemical, environmental, psychological, physiological and genetic)

Nursing Diagnosis

Problem statement: (NANDA)

Related to: (What is happening in the body to cause the issue?)

Manifested by: (Specific symptoms)

General Appearance

Presenting Appearance (nutritional status, physical deformities, hearing impaired, glasses, injuries, cane)
Basic Grooming and Hygiene (clean, disheveled and whether it is appropriate attire for the weather)

Gait and Motor Coordination (awkward, staggering, shuffling, rigid, trembling with intentional movement or at rest),
posture (slouched, erect),
any noticeable mannerisms or gestures

Level of Participation in the Program/Activity (Group attendance and milieu participation, exercise)

Manner and Approach

Interpersonal Characteristics and Approach to Evaluation (oppositional/resistant, submissive, defensive, open and friendly, candid and cooperative, showed subdued mistrust and hostility, excessive shyness)

Behavioral Approach (distant, indifferent, unconcerned, evasive, negative, irritable, depressive, anxious, sullen, angry, assaultive, exhibitionistic, seductive, frightened, alert, agitated, lethargic, needed minor/considerable reinforcement and soothing).
Coping and stress tolerance.

Speech (normal rate and volume, pressured, slow, loud, quiet, impoverished)

Expressive Language (no problems expressing self, circumstantial and tangential responses, difficulties finding words, echolalia, mumbling)

Receptive Language (normal, able to comprehend questions,

Orientation, Alertness, and Thought Process

Recall and Memory (recalls recent and past events in their personal history).
Recalls three words (e.g., Cadillac, zebra, and purple)
Orientation (person, place, time, presidents, your name)

Alertness (sleepy, alert, dull and uninterested, highly distractible)
Coherence (responses were coherent and easy to understand, simplistic and concrete, lacking in necessary detail, overly detailed and difficult to follow)

Concentration and Attention (naming the days of the week or months of the year in reverse order, spelling the word “world”, their own last name, or the ABC's backwards)

Thought Processes (loose associations, confabulations, flight of ideas, ideas of reference, illogical thinking, grandiosity, magical thinking, obsessions, perseveration, delusions, reports of experiences of depersonalization).
Values and belief system

Hallucinations and Delusions (presence, absence, denied visual but admitted olfactory and auditory, denied but showed signs of them during testing, denied except for times associated with the use of substances, denied while taking medications)

Judgment and Insight (based on explanations of what they did, what happened, and if they expected the outcome, good, poor, fair, strong)

Mood and Affect

Mood or how they feel most days (happy, sad, despondent, melancholic, euphoric, elevated, depressed, irritable, anxious, angry).
Affect or how they felt at a given moment (comments can include range of emotions such as broad, restricted, blunted, flat, inappropriate, labile, consistent with the content of the conversation.

Rapport (easy to establish, initially difficult but easier over time, difficult to establish, tenuous, easily upset)
Facial and Emotional Expressions (relaxed, tense, smiled, laughed, became insulting, yelled, happy, sad, alert, day-dreamy, angry, smiling, distrustful/suspicious, tearful, pessimistic, optimistic)

Response to Failure on Test Items (unaware, frustrated, anxious, obsessed, unaffected)
Impulsivity (poor, effected by substance use)
Anxiety (note level of anxiety, any behaviors that indicated anxiety, ways they handled it)

Lab

Range

Value

Reason Obtained

Risk Assessment:

Suicidal and Homicidal Ideation

(ideation but no plan or intent, clear/unclear plan but no intent) Self-Injurious Behavior (cutting, burning) Hypersexual, Elopement, Non-adherence to treatment

Discharge Plans and Instruction: Placement, outpatient treatment, partial hospitalization, sober living, board and care, shelter, long term care facility, 12 step program

Teaching Assessment and Client / Family Education:

(Disease process, medication, coping, relaxation, diet, exercise, hygiene) Include barriers to learning and preferred learning styles

Nursing

/in /by

Module/Week 8: Community Assessment Project

Module Overview

During this week, you will focus on your community health assessment project.

Overall Topics

Community Health Assessment project

Module Learning Objectives

By the end of this week, students will be able to:

• Complete Community Health Assessment.

Learning Assignments

1. Focus on completing your community health assessment.

2. This is a PowerPoint submission.

Items Due
1. Community Health Assessment due on 10/15/23 at 11:59 pm

2. *Complete verification screenshot that you placed your Community Health Assessment

in your NURS 1100 portfolio due on 10/15/23 at 11:59 pm

Community Assessment Instructions and Grading Rubric

20 points

Community Assessment- Community health is a critical dimension in baccalaureate nursing.
This assignment allows you the opportunity to perform course objectives in “real life” by
assessing a community as client, arriving at a community diagnosis, proposing interventions, and
deciding how you would measure the outcomes. In this assignment, you will begin to evaluate
the health needs of a community. To meet the needs of the members of a community, public
health nurses must first identify barriers to health care and identify the priorities of the
community.

You will use the Nies & McEwen (2019) textbook Assessment Framework for a community
health assessment to explore a geographical community (Chapter 6). For help with writing the
questions to ask, see text Chapter 6, Box 6-2: Questions to Guide Community Observations
During a Windshield Survey. There are many different sources of data needed to complete a
comprehensive community assessment including the use of the NURS 400 LibGuide. Students
will explore these data sources to help the preparation of their community assessment. You will
explore these data sources to help with the preparation of your community assessment. The
Community Health Assessment PowerPoint (including all the grading criteria on the grading
rubric) is compiled, including multiple sources of data, following the completion of the
community assessment. Explain the value of collaborating with other professionals, the use of
data resources, and evidence-based practice to guide community health nursing. This is an
individual assignment. You may assess a city or county or neighborhood. Be aware that it is
sometimes difficult to find city or neighborhood health data, so it is fine to use county data in
this case. Please say in the assignment that you were not able to find city or neighborhood data,
so are using county data.

1. Start by selecting a community.
2. Next, complete a Walking or Windshield Survey of the community. View your chosen

community as your patient taking pictures (do not use stock photos from the internet)
and assessing what is healthy in the community and what is not or may lead to public
health concerns that could possibly be addressed in your nursing diagnosis. You must
include photos you took during your windshield/walking survey in your final
presentation.

3. Then, check the Week 8 module under course content and locate the NU400 resources in
the Mustang Library – NURS 400 LibGuide to do online searches for data about the
community. It might be helpful to check with your local Chambers of Commerce as a
great community resource!

4. You will need to include multiple/credible (at least 4 sources of data) sources of data in
your assessment.

5. The 4 sources of data must be:

• The walking or windshield tour

• Two sources of data must be included/used from the Mustang McFarland Library
NU400 Lib (Data) Guide: http://libguides.smsu.edu/nurs400

• The data guide set up for NU400 at the Mustang Library has a menu at the top that
includes databases for many of the items you need for the Community Assessment!

• An interview with a key informant (keep their identity confidential for this
assignment) that addresses public health in the community. Refer to your APA 7th
ed. Resources to properly cite personal communications. The course instructor
reserves the right to request key informant contact information for auditing and
plagiarism purposes.

• Keep in mind, a community key informant is a professional in the community but not
a nurse (interprofessional collaboration) (examples may include mayor, teacher,
physician, environmental scientist, public health professional, minister, city council
member, health educator, etc.) Interview the key informant using open-ended
questions that you develop from the examples in the textbook.

Questions to include in the key interview should include but not be limited to the
following:

a. How do you define health?
b. What helps you or your community be healthy?
c. What makes it difficult to be healthy in your community?
d. What are the health concerns for your community? Your culture?
e. What resources do you access to help you be healthy?

• Please incorporate photos from your Windshield/Walking Survey within your
PowerPoint to show the community! Avoid using pictures of children. Include photos in

your PowerPoint to showcase the community (paint a picture) but remember this is
not an advertisement for the community but rather an assessment of its health.

• Please include major headings in your PowerPoint for the required elements including
adhering to 7th ed. APA formatting

Formulating the Community Health Diagnosis:

1. For this assignment, you will identify a priority health need and write a community health
diagnosis. You will write a community health diagnosis using the following format from
the Nies and McEwen (2019) text on page 103 in Chapter 6 (Fig. 6.3): Community
Assessment.

2. Start by using the community assessment that you have just completed in this assignment.
Next, using the format, write a diagnosis that is used to address the measure of concern
and add this to your PowerPoint.

3. The format for community health diagnosis is, “Increased risk of
______________(disability or disease) among ____________________(community or
population) related to ______________________(etiological statement) as demonstrated
in/as evidenced by ___________________ (health indicators).”

**Please include major headings in your PowerPoint for the required rubric elements

Community Assessment

Rubric

Excellent Satisfactory Unsatisfactory

1. Describe and define your

chosen

community/community

vitality (e.g.,

location/geography, what

does your community look

like).

*must include vital

statistics such as births,

deaths, including

population density,

population at last census,

any unique fluctuations,

age, race, income, gender,

etc., from NURS 400

LibGuide

Clearly describes

community. The

observation is

thorough, and all

issues are

addressed.

Includes census

data is provided.

(15-20 points)

Minimally describes

community and

lacks details

regarding census

data.

(9-14 points)

Does not describe

the community

and/or provides

little to no census

data.

(0 –8 points)

2. Community Assessment

– Walking or Windshield

Survey (refer to Nies &

McEwen Box 6. 2

Questions to Guide

Community Observations

During a Windshield

Survey). Describes and

evaluates main findings

from windshield survey

and the descriptions as a

guide as you drive or walk

through the defined

community.

• Provide a clear

overview of the

community

• Helps to identify

needs, clarifying

problems, and

identifying

strengths and

Clearly describes

and evaluates a

thorough

Windshield

Survey of the

community.

(15-20 points)

Minimally

describes/evaluates

most aspects of the

community using a

Windshield Survey.

(9-14 points)

Does not adequately

describe the

community using a

Windshield Survey.

The information is

incomplete, with

many/all assessment

aspects missing.

(0 –8 points)

resources within

the/your identified

community.

• Included your own

pictures (not stock

photos) with

comments/

information from

Windshield survey

3. Vital Statistics/Data

Collection

Describe indicators of the

following social/economic

needs in your community

assessment:

• Describe people

(who is part of the

community)

• Population data

such as age, gender,

race/ethnicity,

marital

status/family

• Religion, education

levels, income,

employment,

unemployment,

closed businesses,

housing

Clearly describes

social/economic

characteristics of

the community

including vital

statistics listed in

bulleted points.

(8-10 points)

Minimally describes

social/economic

characteristics of the

community and

includes part of the

vital statistics listed

in bulleted points.

(5-7 points)

Does not describe

social/economic

characteristics

and/or does not

include vital

statistics listed in

bulleted points.

(0-4 points)

4. Describe community

environmental/physical

conditions and

characteristics related to

health (e.g., climate, air

quality, pollution, disaster

history, housing, sanitation,

etc.).

Clearly describes

environmental

conditions related

to community

assessment

findings.

(4-5points)

Minimally describes

environmental

conditions related to

community

assessment findings.

(2-3 points)

Does not describe

environmental

conditions related to

community

assessment findings.

(0 points)

5.Describe health resources

within your community

assessment (e.g., health

personnel/offices, doctors,

dentists, hospitals, health

department, treatment

centers, homeless shelters,

etc.) AND describe the

community attitude toward

health/health care.

Clearly describes

health resources

within

community.

(6-8 points)

Minimally describes

health resources

within community.

(3-5 points)

Does not describe

health resources

within community.

(0 points)

6.Describe social

functioning (e.g., the level

of social and emotional

support community

members receives from

friends and/or family, etc.)

Clearly describes

social functioning

within

community.

(4-5 points)

Minimally describes

social functioning

within community

(2-3 points)

Does not describe

social functioning

within community.

(0 points)

7. Key Informant

Interview: Include one key

informant interview that is

a non-nurse professional

(interprofessional

collaboration) from the

community– interviewed

with data included in the

assessment (can be a

selected community

member, which includes,

informal leaders, church

deacons, school nurses,

social workers, or other

community members that

represent or work with

your community of

interest) See your Nies &

McEwen textbook for help

with questions for your

interview. Note the

purpose of this interview is

to address public health

issues in the community.

See the assignment

description found in the

Accurately

includes one key

informant

interview

providing

sufficient data

from community

assessment.

(4-5 points)

Does not accurately

include key

informant interview

and contains

adequate data from

community

assessment.

(2-3 points)

No key informant

identified and/or

major aspects of the

key informant

interview/data are

missing or

inadequate.

(0 points)

syllabus for questions that

must be asked of the

informant.

8. Analyze community data

and describe the

community problem:

Problem Statement

• Description of

problem with

problem statement

• Rationale for

problem chosen

• What are the

strengths and

problems for this

community?

• What are the risk

factors?

• What factors

contribute to the

problems?

Clearly analyzes

and describes

community data

and problem(s)

within the

community.

(8-10 points)

Minimally

analyzes/describes

community data and

problem(s) within

the community.

(5-7 points)

Does not adequately

analyze or describe

community data and

problem(s) within

the community.

(0-4 points)

9. Describe two other
credible sources of health
data about the community
(from sources at the
NU400 Library Guides)

**Explain the value of
applying population data to
identify priority concerns
and health outcomes

** Explain the value of
EBP as integral to
determining the best
clinical practice in
community health nursing

At least two other
sources of health
data included

The value of
population data
and EBP clearly
explained

(3.25 to 2.25
points)

One source of health

data included from

the NURS 400

Library Guides

(1.25-2.0 points)

No source from the

NURS 400 Library

Guide was used

(0-1.0 points)

10. Formulate a

Community Health

Nursing Diagnosis

(justifying identified

Clearly identifies

and formulates

community health

diagnosis based

on assessment

Minimally

identifies/formulates

community health

diagnosis based on

assessment findings.

Does not identify

and/or formulate a

community health

diagnosis based on

assessment findings.

priority primary need—the

most important need).

The format for community

health diagnosis is (4-part

statement), “Increased risk

of

______________(disability

or disease) among

____________________(c

ommunity or population

focus) related to

______________________

(etiological statement) as

demonstrated in/as

evidenced by

_________________(healt

h indicators).”

findings. Linkages

between

assessment

findings and

identified risks

and health

indicators are

clear.

(5-7 points)

(4-6 points) (0-3 points)

11. Identify limitations or

barriers to data collection

that you experienced

At least three

limitations or

barriers were

clearly described

(3.25 to 2.25
points)

Partial limitations or

barriers to data

collection were

included

(1.25-2.0 points)

Limitations or

barriers to data

collection were not

included

(0-1.0 points)

12. Writing Mechanics

(e.g., grammar and

spelling) through

PowerPoint.

Compile information into

PowerPoint formatting per

7th ed APA manual.

**Please include major

headings in your

PowerPoint for the

required rubric elements.

Correctly uses

APA format

including section

headers, citations,

and reference

page. Spelling,

grammar,

sentence structure

is essentially error

free.

(2 points)

Frequent errors (4-5

errors) occur with

spelling, grammar,

sentence structure

throughout

PowerPoint.

(1 points)

Numerous errors

(>6 errors) occur

with APA

format/writing

mechanics

consistently

throughout

PowerPoint.

(0 points)

13. The project must

include at least four

different (credible)/current

evidence-based sources of

data that are presented

within the last 5-7 years,

Includes a

minimum of four

current references

within the last 5-

10 years.

(1.5 points)

Includes a minimum

of two current

references within the

last 5-10 years and

(.75 points)

Not all references

are appropriate and

not from scholarly

sources. Fewer than

four references

used.

applicable to your

community/ aggregate

population.

(0 points)

FINAL SCORE (100

points total): points are

weighted in the

gradebook

*Complete the Verification Screenshot of the Community Assessment Assignment placed in

the NURS1100 portfolio by the due date to receive grade credit.

Family Assessment

/in /by

 

This learning activity aims for a full understanding and unbiased view of the family—not just its problems, but also its strengths, values, and goals.

Understanding family structure and style is essential to caring for a family in the community setting. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

DIscussion asignment

/in /by

 

Discuss the safety and effectiveness of alternative and complementary medicine for the treatment of specific

illnesses such as cancer, diabetes, and hypertension.  Share your opinions about holistic and allopathic care.

Would have any conflicts or concerns supporting a patient who chooses holistic or allopathic medicine?

500 words

PE 3

/in /by

 

  1. Compose a written comprehensive psychiatric and/or psychotherapy evaluation of a patient you have seen in the clinic.