FLEXPATH PREP PLAN

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For this assessment, you will create a personal FlexPath Prep Plan.

Remember that this plan is truly for you. Creating it will help you:

· Recognize the knowledge, skills, and strengths you bring to your FlexPath experience.

· Think about what you may need to change to succeed in FlexPath.

· Create a realistic plan for fitting FlexPath course work into your life.

· Prepare for your first meeting with your FlexPath coach.

· Begin your first academic course feeling prepared.

For each question below, think about what you know about yourself and consider what you have learned in orientation. Use this document and fill in the spaces. Answer each question as completely as possible, using complete sentences. You should be able to write at least 3–4 well-constructed sentences for each bullet point.

· Now that you have been through FlexPath orientation, what seems new and different about the FlexPath model, and what adjustments will you need to make to be successful in this model?

Are there things about the FlexPath model that may be a challenge for you, or that make you apprehensive?

 

 

Write your     response here.

· How will you schedule time in your already-busy life to complete the assessments and be successful in FlexPath?

What things might possibly interfere with your schedule and how will you address them?

 

 

Write your response here.

 

· What skills, knowledge, and strengths do you feel you bring to the FlexPath program?

How can use your skills, knowledge, and strengths to be successful in FlexPath?

 

 

Write your response here.

· What was the most important factor (cost savings, time to completion, self-directed) in your decision to enroll in FlexPath?

o How will that factor help you stay on track?

 

 

Write your response here.

· How will you use each of the resources below to help you be successful in your FlexPath courses?

o FlexPath Coach.

o FlexPath Faculty

o Capella Writing Center.

o Capella University Library.

o Progress Tracker.

o Academic Plan.

o Campus.

 

 

Write your response here.

· What questions would you like to discuss with your FlexPath Coach during your first call?

o Examples:

§ Subscription billing.

§ Planning courses.

§ Transfer credit.

§ Financial aid (or other types of tuition assistance).

§ Academic engagement.

§ Assessment feedback and resubmission.

§ Research and writing skills.

§ Taking time off.

§ Other.

 

 

Write your responses here.

When you have completed this assessment, save it as a Word document following the naming conventions listed in the assessment area in the courseroom. Attach the document to the assessment box and submit.

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intervention Presentation on Diabetes

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As a group, identify a research or evidence-based article published within the last 5 years that focuses comprehensively on a specific intervention or new treatment tool for the management of diabetes in adults or children. The article must be relevant to nursing practice.

Create a 10-15 slide PowerPoint presentation on the study’s findings and how they can be used by nurses as an intervention. Include speaker notes for each slide and additional slides for the title page and references.

Include the following:

  1. Describe the intervention or treatment tool and the specific patient population used in the study.
  2. Summarize the main idea of the research findings for a specific patient population. The research presented must include clinical findings that are current, thorough, and relevant to diabetes and nursing practice.
  3. Provide a descriptive and reflective discussion of how the new tool or intervention can be integrated into nursing practice. Provide evidence to support your discussion.
  4. Explain why psychological, cultural, and spiritual aspects are important to consider for a patient who has been diagnosed with diabetes. Describe how support can be offered in these respective areas as part of a plan of care for the patient. Provide examples.

you are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

https://www.sciencedaily.com/releases/2020/04/200427125132.htm

file:///home/chronos/u-602344943289e0fbaea919b59ab60f18861c5fd0/MyFiles/Downloads/The%20state%20of%20the%20art%20of%20islet%20transplantation%20and%20cell%20therapy%20in%20type%201%20DM.pdf

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project charter for your workflow redesign

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Assignment:

Determine a work area in your organization that you would like to use for assignments in this course. Focusing on one area will help you organize your work for any future assignment.

  1. Construct a presentation using PowerPoints® with voice over and create a twelve-step project charter for your workflow redesign. This should be about a health care system component (Example of a system component could be the admission process into an emergency room) and frame the project in a quality-improvement modality by establishing a plan for improvement. In your text book page 228-229 list the twelve questions that must be answered for this assignment.
  2. Construct a PowerPoint® presentation of a workflow design for the same health care system component using appropriate Yourdon symbols and conventions.
  3. Include these steps to create your workflow redesign:
    1. identify process to be mapped;
    2. identify and involve individuals who perform the tasks;
    3. map the current state; assess current state workflow;
    4. identify opportunities for improvement;
    5. identify data to measure redesign outcomes;
    6. map future “to be” process; test new workflows and processes;
    7. train on new workflows and processes;
    8. go live with the new workflows and processes;
    9. and analyze data and refine workflows and processes

The PowerPoints® should include a title page, the twelve-step project charter and then your workflow redesign for the same health care component, then a reference page.

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Leadership and Success of the CNA

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Watch the three-part California Nurses Association History videos and determine the role of leadership in the success of this organization.

Your paper should include in the review:

  • Comprehension: Briefly summarize the efforts and outcome of the CNA.
  • Application: Relate  core leadership concepts to the success of the CNA. Include the  relationship of empowerment, government, and cultural competency to the  struggles and success of the CNA.
  • Analysis/Synthesis: Clarify understanding of the variables contributing to the success of the CNA group’s efforts.
  • Evaluation: Summarize the efforts of the CNA as a model to enhance APRN practice.

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discussion 3

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Discussion

The 42-year-old female patient presents for follow up on lab results from her annual physical exam completed a week ago. The lab results are as follows: Triglycerides 225, LDL 170, HDL 22, HgBA1c 8.3% Patient history reveals a 20 pack-a-year smoking history and type 2 diabetes. The last labs done 18 months ago were normal. What is this patient’s cardiovascular risk based on these lab results? Describe how the FNP would clinically manage and follow up this patient. List the pharmacological and non-pharmacological interventions.

 

Expectations

Initial Post

· Length: A minimum of 250 words, not including references

· Citations: At least one high-level scholarly reference in APA from within the last 5 years. APA 7th EDITION

 

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Examine Financing Charity Care

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Length & Format: 8-10 slide PowerPoint presentation with voice over.

Role: Director of Community Care and Outreach

Audience: Internal, hospital leadership team(s)

Topic: Financing Charity Care

Scenario: You have worked for ABC Hospital for several years. Recently, you were promoted to be the Director of Community Care and Outreach. In this role, you are responsible for increasing the hospital’s presence in the community, reaching new patients, and ensuring patients receive effective and coordinated care. You are aware of ABC Hospital’s current issue with charity care: there is no defined policy for who can write off an account, and no defined standards for what qualifies a patient to receive charity care. The billing department has reported multiple complaints due to the lack of a policy, and frustrations from both providers and patients. Your presentation will address how to appropriately utilize the charity care resource of financing.

  • Review the resource within Topic 3: Principles and Practices Board Sample 501c(3) Hospital Charity Care and Financial Assistance Policy and Procedures (Links to an external site.). (HFMA, n.d.)
  • Prepare an 8-10 slide PowerPoint presentation, with voiceover. Assume fictional information to develop your content. Address the following points in your presentation:
  • Why ABC Hospital needs and uses charity care
  • Patient demographics and percent of hospital patient population receiving charity care in the last fiscal year (fictional data).
  • Define the issues that have contributed to poor management of the charity care provision.
  • Propose a new way to move forward, providing effective care to patients, utilizing charity care properly. What is different about this approach, then what was happening previously?
  • Using bullet points, clearly define a minimum of three benefits of your plan for moving forward. These benefits should be focused on the financial health of ABC hospital, while balancing the needs of your patient population. These points will be the cornerstone for future development of a policy on charity care.
  • APA style should be followed throughout. A title and reference slide are required. Please include a minimum of three scholarly sources.

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WK 2 NRNP 6665 responses

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Master of Science in Nursing  

 

5 hours ago

Chijioke Ikegwuonu 

WEEK 2 DISCUSSION POST Attachment

COLLAPSE

Top of Form

Beneficence is an ethical concept that puts the physician under the obligation to act in the best interest of the patient and supports a number of moral values of preventing harm and defending the rights of others. It also helps remove conditions that will cause harm, help persons with mental health disabilities and rescue them from danger (Bipeta. 2019). Across the four articles, beneficence appears to be cutting across all the steps of decision making regardless of the decision maker. Psychiatric patients, whether adolescents or adults, may not have mental or legal capacity to understand what beneficence to their care to their care implies. The discussion summarizes four articles related to beneficence in the provision of psychiatry care to patients with mental illnesses.

Ethical considerations of beneficence refers to the obligations of healthcare professionals to act in the best interest of the patient by enhancing morality and supporting several moral aspects to protect and defend the rights of patients. In their report, Zhang-Jiang et al. (2020) provides crucial insight on the application of beneficence model as an ethical approach in making clinical decisions in the surgical unit. Based on the article, beneficence as a duty is a legal and moral obligation. In their observation, proper clinical decision making is dependent on the decision making capacity and legal empowerment of the patient. Adult patients must be assisted to make decisions about their own care while maintaining the intention for medical good. For children, decision making is in the hands of parents/guardians as long as they do not have the capacity to make reasonable decisions. Legal aspects of beneficence comes in case of malpractice or when the physician goes beyond their jurisdiction of practice. Bipeta, R. (2019) highlights the Mental Healthcare Act 2017(MHCA) which outlines that every mentally ill person have the beneficent right to dimity, and protection from inhuman, cruel and degrading treatment. Any contrary to that is punishable by law.

Sussman et al., (2018) state the need for clinicians to watch for potential ethical dilemmas coming from the use of technology. Adult psychiatric patients need to physically be examined to fully benefit from care. Adolescents are often fond of phones and therefore, clinicians and nurses are advised to respect the autonomy of patients, but whenever need be, they should be examined in close proximity of parents/guardians. On the other hand, Mohammad et al. (2018) discovered that there should be an existing stable knowledge on ethico-legal issues in mental health nursing irrespective of gender, age, marital status and years of experience. The ethico-legal aspects can jail any practitioner who detains mentally ill patients in nursing homes without consent or without any benefitting treatment. This aspect cuts across many states in America.

In my State, legal beneficence for adults includes exercising compassion while understanding the value systems of patients and determining good depending on a person’s preference. Among adolescents and children, legal considerations includes acting in the child’s best interest. However, there are complicated difficulties in assessing what the child’s best interests are and the standards to be upheld. This information is very crucial in my practice as it serves as an obligation as a healthcare provider to protect my patients from harm by preventing situations while promoting good ones. I also intend to help persons with disabilities and rescue persons in danger.

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Kickoff PowerPoint Presentation: Week 1

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The kickoff-to-execution presentation is designed to get everyone on the right path while inspiring and motivating them to succeed. This is your opportunity to showcase the work you have done designing and planning your project as well as the unique tools you developed and are about to implement. Your kickoff PowerPoint presentation is the key to setting the tone for the kickoff meeting. If you have already conducted a formal kickoff and have started execution of your project, complete this as if you had not done so yet. Gather as many colleagues as possible to present your PPT. For actual kickoffs, present your PPT to as many of the project team as possible.

Requirements

  1. Complete the Kickoff PowerPoint presentation.  All slides except title slides and reference lists must have speaker notes.
  2. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the current edition of the APA manual.

Preparing the Paper

  1. You must recap your project plan, getting everyone in agreement for project, while you motivate and inspire your team and stakeholders. Introduce and give thanks to team members who have worked hard to get the project to the implementation phase. Give comments that help the teams realize that they are important. Discuss each team member’s role in the project. Everyone in the room is important and vital to the project’s success.
  2. You must have at least 33 slides. It is important to note that if you could not give your presentation and someone would have to stand in for you, he or she would need to know what you were going to say. All slides except the title slides and reference lists must have speaker notes so that someone may step in for you.
  3. Judiciously include visual elements such as charts, graphs, tables, relevant pictures and/or cartoons.
  4. Maintain the 6 x 6x 6 rule for a professional PowerPoint presentation: no more than six lines per slide, six words per line, and six slides without a graphic.
  5. Ideas and information from professional sources must be cited correctly, using the current edition of the APA manual.
  6. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing.

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asthma case study

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Asthma Treatment Algorithm:

To successfully treat asthma, you must first classify it and then be familiar with step therapy. For this assignment and in this course, we will focus on patients 12 years and older. Complete the blanks in the following table to create an algorithm for asthma care using your textbook as well as GINA guidelines .

Step Asthma Classification Asthma symptoms and frequency as noted in textbook Controller and Preferred Reliever:

(Drug Class and frequency if provided from GINA guidelines)

 Controller and Alternative Reliever:

(Drug Class and frequency if provided from GINA guidelines)
Step 1 Click or tap here to enter text. Daytime symptoms Click or tap here to enter text. Drug class: Click or tap here to enter text.

Frequency: Click or tap here to enter text.

 

 

 

 Drug class: Click or tap here to enter text.

Frequency: Click or tap here to enter text.
    Nighttime awakenings Click or tap here to enter text.    
Step 2 Click or tap here to enter text. Daytime symptoms Click or tap here to enter text.

 

   Drug class: Click or tap here to enter text.
    Nighttime awakenings Click or tap here to enter text.    
Step 3 Click or tap here to enter text.

 

 Daytime symptoms Click or tap here to enter text. Drug class:

Click or tap here to enter text.

 

 Drug class: Click or tap here to enter text.

 
    Nighttime awakenings Click or tap here to enter text.    
Step

4-5

 Click or tap here to enter text. Daytime symptoms Click or tap here to enter text. Step 4:

Drug class: Click or tap here to enter text.

 Drug class: Click or tap here to enter text.

 
    Nighttime awakenings Click or tap here to enter text. Step 5:

Drug class: Click or tap here to enter text.

Refer for: Click or tap here to enter text.

 No change.

 

Starting treatment:

Complete this section using the GINA guidelines provided.

 

First Assess:

Click or tap here to enter text.

Click or tap here to enter text.

Click or tap here to enter text.

Click or tap here to enter text.

Click or tap here to enter text.

1. Click or tap here to enter text.

 

Fill in the blank:

1. Using Click or tap here to enter text.as reliever reduces the risk of Click or tap here to enter text.compared with using a Click or tap here to enter text.reliever.

2. Before considering a regimen with a Click or tap here to enter text.reliever, check if the patient is likely to be adherent with Click or tap here to enter text..

 

Dosing: Low, Medium, High

Low dose ICS provides most of the clinical benefit for most patients. However, ICS responsiveness varies between patients, so some patients may need medium dose ICS if asthma is uncontrolled despite good adherence and correct inhaler technique with low dose ICS. High dose ICS is needed by very few patients, and its long-term use is associated with an increased risk of local and systemic side-effects.

Adults and adolescents Inhaled corticosteroid Total daily (24 hour) ICS dose (mcg)
  Low Medium High
BDP (pMDI, HFA) 200-500 >500-1000 >1000
BDP (DPI or pMDI, extrafine particle, HFA) 100-200 >200-400 >400
Budesonide (DPI or PMDI, HFA) Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text.
Ciclesonide (pMDI, extrafine particle, HFA) 80-160 >160-320 >320
Fluticasone furoate Click or tap here to enter text. Click or tap here to enter text.
Fluticasone propionate (DPI) Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text.
Fluticasone propionate (pMDI, HFA) Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text.
Mometasone furoate (pMDI, HFA) 200-400 400

 

Treating Modifiable Risk Factors

Exacerbation risk can be minimized by optimizing asthma medications and by identifying and treating modifiable risk factors. List the six modifiable risk factors identified in the GINA guidelines that show consistent high-quality evidence.

Click or tap here to enter text.

Click or tap here to enter text.

Click or tap here to enter text.

Click or tap here to enter text.

Click or tap here to enter text.

1. Click or tap here to enter text.

Non-Pharmacological Strategies and Interventions

In addition to medications, other therapies and strategies may be considered when relevant, to assist in symptom control and risk reduction. List the examples the GINA guidelines provide.

Click or tap here to enter text.

Click or tap here to enter text.

Click or tap here to enter text.

Click or tap here to enter text.

 

Continue to the next page to apply this information to a case study.

Case Study

History of Present Illness:

Haley, a 14-year-old girl with asthma, presents to the clinic with complaints of a persistent cough. She reports getting up 3-4 nights a week to use her albuterol inhaler, including the morning of the visit. She also reports coughing and experiencing shortness of breath daily when she runs in gym class or pet’s the neighbor’s cat. Haley is currently taking a SABA (short-acting beta-agonist) for relief of her asthma symptoms. Except for a cough, Haley has no other complaints. She is accompanied by her parents.

 
Past Medical History: Asthma

Allergies: NDKA

 

 Family History:

· Mom is 36 years-old with a history of asthma.

· Dad is 38 years-old with hypertension and is a smoker.

Social History:

· Parents report a well-balanced diet with occasional fast food.

· Haley has gym classes at school and enjoys playing basketball outside with her friends in the neighborhood until she coughs and needs her inhaler.

· Her parent report that she is doing well in school.

 Review of Systems (Subjective Findings):

· Respiratory (+) SOB, (+) Wheezing, (+) chest tightness, (+) cough, (-) hemoptysis, (-) pleuritic pain

· All other systems negative

 

 Physical Exam (Objective Findings)

· Vital Signs

· Temperature 98.2, Respiratory Rate 22, Pulse 118, Blood Pressure 108/64, Pulse Ox 92%

· Height: 56 inches Weight: 72 lbs. BMI: 16.1

· Skin

· (+) warm, (+) dry, (+) intact, (-) moist, (-) lesions

· HEENT

· PERRLA, (-) nasal flaring, nasal polyps, (-) lymph node swelling

· Neck

· (-) ROM, (-) JVD

· Thorax

· (-) accessory muscle use (+) equal chest expansion (-) limited chest expansion

· Lungs

· (+) diffuse expiratory wheezes bilaterally and occasional inspiratory

· Heart

· (+) tachycardia with S1 and S2 regular rate and rhythm (-) murmurs, rubs, or gallops

· Neurologic

· Cranial nerves intact

1. Based on the table you created from your book above, how would you classify Haley’s asthma?

Click or tap here to enter text.

 

2. Based on the table you created using the GINA guidelines provided, what is the controller and preferred reliever Haley should be prescribed at today’s visit? (Provide general statement and not specific drug- the same as you listed in the table for this severity of asthma)

Click or tap here to enter text.

 

3. Now, looking in your textbook, what are some examples of inhaled corticosteroids or inhaled glucocorticoids? Your book lists six for you to provide here:

a. Click or tap here to enter text.

b. Click or tap here to enter text.

c. Click or tap here to enter text.

d. Click or tap here to enter text.

e. Click or tap here to enter text.

f. Click or tap here to enter text.

 

4. What is the drug classification of formoterol?

Click or tap here to enter text.

 

5. What is a specific drug you could prescribe today that would meet the drug classification from question 2? Your book provides two options in table 62.1.

a. Click or tap here to enter text.

b. Click or tap here to enter text.

 

6. Go to Prescriber’s Digital Reference and identify the dose you would prescribe of the two drugs from Question 5 to fall into the “low dose” range as indicated by the low, medium, high dose table you completed above from the GINA guidelines.

a. Click or tap here to enter text.

b. Click or tap here to enter text.

 

7. Why is it important for Haley to have a LABA in addition to her SABA?

Click or tap here to enter text.

 

8. What education does Haley, and her parents need regarding when to take the medicine you will prescribe today versus the SABA she is already taking?

Click or tap here to enter text.

 

9. What are two environmental factors may be contributing to Haley’s asthma symptoms that were noted in the case study information?

a. Click or tap here to enter text.

b. Click or tap here to enter text.

 

10. What do the GINA guidelines say about “action plans”?

Click or tap here to enter text.

 

11. Do a web search for “asthma action plan”. Provide a link to an example of an asthma action plan you could either use or adapt in your own clinical practice.

Click or tap here to enter text.

 

 

 

 

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Portfolio Assignment for Week 10 and Assignment: Policy/Regulation Fact Sheet for week 11

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Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

To Prepare:

· Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.

· Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

· Planning and requirements definition

· Analysis

· Design of the new system

· Implementation

· Post-implementation support

 

Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

Name: NURS_5051_Module05_Week10_Assignment_Rubric

 

  Excellent Good Fair Poor
Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps: ·   Planning and requirements definition ·   Analysis ·   Design of the new system ·   Implementation ·   Post-implementation support 77 (77%) – 85 (85%)

An accurate and fully developed role description is provided for the Assignment and fully supports the guidance of a graduate-level nurse’s participation in the steps of the SDLC. The responses accurately and thoroughly define in detail a graduate-level nurse’s participation in the steps of the SDLC. The responses accurately and thoroughly explain in detail the impacts of a graduate-level nurse’s participation in the steps of the SDLC. Includes: 3 or more peer-reviewed sources and 2 or more course resources.

 68 (68%) – 76 (76%)

A role description is provided for the Assignment and supports the guidance of a graduate-level nurse’s participation in the steps of the SDLC. The responses define a graduate-level nurse’s participation in the steps of the SDLC. The responses explain the impact of the graduate-level nurse’s participation in the steps of the SDLC. Includes: 2 peer-reviewed sources and 2 course resources.

 60 (60%) – 67 (67%)

A vague or inaccurate role description is provided for the Assignment and vaguely or inaccurately provides guidance to a graduate-level nurse’s participation in the steps of the SDLC. The responses defining the graduate-level nurse’s participation in the steps of the SDLC are vague or inaccurate. The responses explaining the impact of the graduate-level nurse’s participation in the steps of the SDLC are vague or inaccurate. Includes: 1 peer-reviewed source and 1 course resource.

 0 (0%) – 59 (59%)

A vague and inaccurate role description is provided for the Assignment which does not provide guidance to a graduate-level nurse’s participation in the steps of the SDLC, or are missing. The responses defining the graduate-level nurse’s participation in the steps of the SDLC are vague and inaccurate, or are missing. The responses explaining the impact of the graduate-level nurse’s participation in the steps of the SDLC are vague and inaccurate, or are missing. Includes: 1 or fewer resources.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

 4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

 3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

 0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

 4 (4%) – 4 (4%)

Contains a few (1-2) APA format errors.

 3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) APA format errors.

 0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.
Total Points: 100

 

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