Module 02 Discussion – Ethical dilemmas in medication administration

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Directions:

Choose a medication type from the following list, note why the medication is used, and consider adverse effects. Invent a scenario where giving this medication could result in an ethical or legally charged situation. Try not to choose a category that has been well addressed by your peers.

  1. Bethanaechol / cholinergics: Consider risks of inducing urgency or bradycardia in a clients with dementia issues
  2. Benztropine /anticholinergics: Consider harms that can occur with comorbidities like glaucoma or BPH
  3. Albuterol /adrenergics: Consider harms that can occur is asthmatic children are in charge of their own inhalers
  4. Atenolol/ beta blockers: Consider harms that could occur if heart rate was low or patient was asthmatic
  5. Lorazepam /benzodiazepines: Consider vulnerability issues related to sedation and induction of memory loss
  6. Oxycodone / opiates: Consider addiction, drug seeking and patient vulnerability in impaired nurses
  7. Amitriptylline /tricyclics: Consider vulnerability issues with risk of suicidal overdose given anticholinergic effects
  8. Phenelzine /MAOIs: Consider consequences of nonadherence to dietary restrictions on these medications
  9. Haloperidol / neuroleptics: Consider risks of chemical sedation, especially long term risks
  10. Lithium: Consider risks of mismanagement by clients whose behaviors are unpredictable
  11. Phenytoin / antiepileptics: Consider risks of Class D in young women vs risks of going without anti-epileptics
  12. Secobarbital / barbituates: Consider risks related to availability of barbituates to teens via the internet
  13. Kava or Valerian: Consider risks of availability of compounding poorly controlled over the counter sedatives
  14. Sumatriptan / triptans: Consider risks of cerebral ischemia when giving vasoconstrictors for migraine control
  15. Cyclobenzaprine for back spasms: Consider risks of impaired function when nurses take muscle relaxants
  16. Prednisone / steroids: Consider long term effects, when other immune suppressors are too expensive to access.
  17. Aspirin / NSAIDs: Consider vulnerability of elders due to over the counter, affordable nature of this analgesic

Please make your initial post by midweek, and respond to at least one other student’s post by the end of the week.

Please check the Course Calendar for specific due dates.

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PICOT Question and Literature Search

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The first step of the evidence-based practice process is to evaluate a nursing practice environment to identify a nursing problem in the clinical area. When a nursing problem is discovered, the nurse researcher develops a clinical guiding question to address that nursing practice problem.

For this assignment, you will create a clinical guiding question know as a PICOT question. The PICOT question must be relevant to a nursing practice problem. To support your PICOT question, identify six supporting peer-reviewed research articles, as indicated below. The PICOT question and six peer-reviewed research articles you choose will be utilized for subsequent assignments.

Use the “Literature Evaluation Table” to complete this assignment.

  1. Select a nursing practice problem of interest to use as the focus of your research. Start with the patient population and identify a clinical problem or issue that arises from the patient population. In 200–250 words, provide a summary of the clinical issue.
  2. Following the PICOT format, write a PICOT question in your selected nursing practice problem area of interest. The PICOT question should be applicable to your proposed capstone project (the project students must complete during their final course in the RN-BSN program of study).
  3. The PICOT question will provide a framework for your capstone project.
  4. Conduct a literature search to locate six research articles focused on your selected nursing practice problem of interest. This literature search should include three quantitative and three qualitative peer-reviewed research articles to support your nursing practice problem.

Note: To assist in your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Search for diabetes and pediatric and dialysis. To determine what research design was used in the articles the search produced, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Systematic Reviews, Literature Reviews, and Metanalysis articles are good resources and provide a strong level of evidence but are not considered primary research articles.  Therefore, they should not be included in this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

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Global perspective and the future (healthcare policy)

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  1. Create your Assignment submission and be sure to cite your sources if needed, use APA style as required, and check your spelling.

Assignment:

Global Health, Policy, and the Future

This assignment will be a 5 to 7-minute video or audio embedded in a PowerPoint presentation.

In the Learning Materials under Additional Resources Review:

1. National Academies of Sciences, Engineering, and Medicine (2017). Global health and the future role of the United States. -> Review TABLE S-1 Committee Recommendations and Corresponding Actions on page 3 (these come from the global health report and are global recommendations) and the four Priority Areas for Action starting on page 4 that further explain the 14 Recommendations in TABLE S-1.

 

TABLE S-1 Committee Recommendations and Corresponding Actions

Recommendation Actions

1 Improve international emergency response coordination.

2 Combat antimicrobial resistance.

3 Build public health capacity in low- and middle-income countries.

4 Envision the next generation of The U.S. President’s Emergency Plan

for AIDS Relief.

5 Confront the threat of tuberculosis.

6 Sustain progress toward malaria elimination.

7 Improve survival in women and children.

8 Ensure healthy and productive lives for women and children.

9 Promote cardiovascular health and prevent cancer.

10 Accelerate the development of medical products.

11 Improve digital health infrastructure.

12 Transition investments toward global public goods.

13 Optimize resources through smart financing.

14 Commit to continued global health leadership

2. The Sustainable Development Goals (SDG)

*Select and review ONE of the 14 Recommendations OR an SDG that align with your interests or one you feel passionate about that could significantly improve global health.

Consider what steps healthcare professionals can take to advocate for vulnerable people at a global level.

This assignment will require you to create a 5 to 7-minute video or audio recording in a PowerPoint presentation.

Reflect on global issues in healthcare and address the following in your presentation:

  • Briefly describe the selected global recommendation or SDG and the identified vulnerable population
  • Analyze current healthcare policies that impact your selected global recommendation or SDG
  • Explain the reason you selected the global recommendation or SDG and why it is relevant to the vulnerable population.
  • Discuss why the global recommendation you selected should be implemented or the SDG you selected should be achieved, including why there should be funding to implement the global recommendation or SDG.

Assignment Expectations

Length: 5 to 7 minute video presentation (mp4 format) with slide presentation

Structure: Include a title, objectives, and reference slides in APA format. Your presentation must include an introduction and a conclusion.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of three (3) scholarly sources are required for this assignment.

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Ethical Behavior in Nursing

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Watch “Miss Evers’ Boys” – https://www.youtube.com/watch?v=9ymd0P1sCBQ

ANSWER THE FOLLOWING QUESTIONS

  1. Why do you think the filmmakers began the movie with the Florence Nightingale pledge?
  2. How did Nurse Evers uphold or violate this Using the ANA Code of Ethics, discuss at least 2 sections of the Code and how Nurse Evers acted within or violated those sections https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/.
  3. What advice would you offer Nurse Evers if she asked how you would have handled her situation?

answer with 1-2 pages, use proper apa 7th edition format, must include a reference page

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Psychopharmacologic Approaches to Treatment of Psychopathology

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Therapy for Patients With Schizophrenia

According to the Schizophrenia and Related Disorders Alliance of America, approximately 3.5 million people in the United States are diagnosed with schizophrenia (n.d.), and it is one of the leading causes of disability. In practice, patients may present with delusions, hallucinations, disorganized thinking, disorganized or abnormal motor behavior, as well as other negative symptoms that can be disabling for these individuals. Not only are these symptoms one of the most challenging symptom clusters you will encounter, many are associated with other disorders, such as depression, bipolar disorder, and disorders on the schizophrenia spectrum. As a psychiatric nurse practitioner, you must understand the underlying neurobiology of these symptoms to select appropriate therapies and improve outcomes for patients.

This week, as you examine antipsychotic therapies, you explore the assessment and treatment of patients with psychosis and schizophrenia. You also consider ethical and legal implications of these therapies.

Reference: Schizophrenia and Related Disorders Alliance of America. (n.d.). About  schizophrenia.https://sardaa.org/resources/about-schizophrenia/#:~:text=Quick%20Facts%20About%20Schizophrenia.%20Schizophrenia%20can%20be%20found,is%20one%20of%20the%20leading%20causes%20of%20disability

 

Objectives

 

· Assess client factors and history to develop personalized therapy plans for patients with insomnia

· Analyze factors that influence pharmacokinetic and pharmacodynamic processes in patients requiring therapy for insomnia

· Assess patient factors and history to develop personalized plans of antipsychotic therapy for patients

· Analyze factors that influence pharmacokinetic and pharmacodynamic processes in patients requiring antipsychotic therapy

· Synthesize knowledge of providing care to patients presenting for antipsychotic therapy

· Analyze ethical and legal implications related to prescribing antipsychotic therapy to patients across the lifespan

 

Discussion: Treatment for a Patient With a Common Condition

Insomnia is one of the most common medical conditions you will encounter as a PNP. Insomnia is a common symptom of many mental illnesses, including anxiety, depression, schizophrenia, and ADHD (Abbott, 2016). Various studies have demonstrated the bidirectional relationship between insomnia and mental illness. In fact, about 50% of adults with insomnia have a mental health problem, while up to 90% of adults with depression experience sleep problems (Abbott, 2016). Due to the interconnected psychopathology, it is important that you, as the PNP, understand the importance of the effects some psychopharmacologic treatments may have on a patient’s mental health illness and their sleep patterns. Therefore, it is important that you understand and reflect on the evidence-based research in developing treatment plans to recommend proper sleep practices to your patients as well as recommend appropriate psychopharmacologic treatments for optimal health and well-being.

Reference: Abbott, J. (2016). What’s the link between insomnia and mental illness? Health. https://www.sciencealert.com/what-exactly-is-the-link-between-insomnia-and-mental-illness#:~:text=Sleep%20problems%20such%20as%20insomnia%20are%20a%20common,bipolar%20disorder%2C%20and%20attention%20deficit%20hyperactivity%20disorder%20%28ADHD%29

 

For this Discussion, review the case Learning Resources and the case study excerpt presented. Reflect on the case study excerpt and consider the therapy approaches you might take to assess, diagnose, and treat the patient’s health needs.

Case: An elderly widow who just lost her spouse. 

Subjective: A patient presents to your primary care office today with chief complaint of insomnia. Patient is 75 YO with PMH of DM, HTN, and MDD. Her husband of 41 years passed away 10 months ago. Since then, she states her depression has gotten worse as well as her sleep habits. The patient has no previous history of depression prior to her husband’s death. She is awake, alert, and oriented x3. Patient normally sees PCP once or twice a year. Patient denies any suicidal ideations. Patient arrived at the office today by private vehicle. Patient currently takes the following medications:

 

· Metformin 500mg BID 

· Januvia 100mg daily 

· Losartan 100mg daily 

· HCTZ 25mg daily 

· Sertraline 100mg daily 

Current weight: 88 kg

Current height: 64 inches

Temp: 98.6 degrees F

BP: 132/86 

 

Post a response to each of the following:

· List three questions you might ask the patient if she were in your office. Provide a rationale for why you might ask these questions.

· Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.

· Explain what, if any, physical exams, and diagnostic tests would be appropriate for the patient and how the results would be used.

· List a differential diagnosis for the patient. Identify the one that you think is most likely and explain why.

· List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.

· For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities?

· Include any “check points” (i.e., follow-up data at Week 4, 8, 12, etc.), and indicate any therapeutic changes that you might make based on possible outcomes that may happen given your treatment options chosen.

 

Note:  Support your rationale with a minimum 3 academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature.

 

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coh 499 capstone

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COH 499: PUBLIC HEALTH FIELD PRACTICUM

Capstone Project: Public Health Competencies Paper

Signature Assignment

 

 

The capstone paper will serve as a valuable tool for your self-assessment of your competency level across the eight domains of the core competencies for Public Health Professionals. The Core Competencies for Public Health Professionals1 (i.e., Core Competencies) are a consensus set of foundational skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. The Core Competencies are organized into eight skill areas or domains that cut across public health disciplines. The purpose of this assessment is to help you explore your level of competence within these eight domains. Please note that the signature assignment instructions includes content directly from the competencies document.

 

By assessing your level of knowledge or skill for each competency statement described, you will be able to prioritize your learning time to focus on those areas that are most important to you and to concentrate where the need for training and learning may be greatest.

 

The competency assessment is divided into the following eight domains:

Capstone Project: Public Health Competencies Paper (Continued)

 

 

1 Revised and Adopted by the Council on Linkages Between Academia and Public Health Practice: June 26, 2014, Available from: phf.org/corecompetencies

2

 

• Analytical/Assessment Skills

• Policy Development/Program Planning Skills

• Communication Skills

• Cultural Competency Skills

• Community Dimensions of Practice Skills

• Public Health Sciences Skills

• Financial Planning and Management Skills

• Leadership and Systems Thinking Skills

 

 

Tier 1 – Entry Level: Tier 1 competencies apply to public health professionals who carry out the day-to-day tasks of public health organizations and are not in management positions. Responsibilities of these professionals may include data collection and analysis, fieldwork, program planning, outreach, communications, customer service, and program support.

Instructions: Complete steps 1-3 for each domain.

 

1) Self-Perceived Proficiency: Read each competency statement listed within a domain. In each domain, and for each competency statement, think about the level at which you are currently able to perform the skill. Then rate your level of proficiency on each domain by selecting or highlighting the number on the domain from “None” (1) to “Proficient” (4) that best describes your self-reported level of expertise for that statement. Note: The competency statements listed in each domain should be interpreted as broadly as possible to apply to your position and principal setting of employment. In the example below, you would select number “4” for “Proficient” if you think you are excelling at this domain or select “1” for “None” if you feel you need a great deal of improvement.

 

2) Evidence of Proficiency: At the end of each domain please provide detailed explanation of the key BSPH courses and/or approved public health experiences that helped you achieve the above mentioned competency. Provide at least two examples of evidence and describe in detail how the assignments and/or projects helped you reach your perceived proficiency. The evidence of proficiency could include your assignments, papers, presentations and/or projects (e.g., brochures, newsletters, fact sheets, flyers, pictures) from your volunteer hours.

 

3) Proficiency Improvement: Discuss at least two opportunities for improvement in a particular skill or content area.

 

4) Plan for Lifelong Learning: Discussion/Conclusion: Write at least one paragraph discussing a plan for lifelong learning that incorporates high professional and ethical standards, leadership, and cultural competencies and their evolving role in society. The plan may include, but is not limited to, the following: a) participating in continuing education workshops (e.g., at work, online); b) obtaining professional certifications; and c) seeking an additional degree.

 

Application of this Paper: Once you have identified your priorities, you can use this information to guide you in developing a learning plan with one or more personal professional goals for the next year; in engaging in a discussion with your supervisor, mentor, or coach; and in choosing learning opportunities that will help you reach your goals and meet the requirements for continuing competence in your occupation or discipline.

 

Analytical/Assessment Skills (Domain 1)

 

Self-Perceived Proficiency

1 = None I am unaware or have very little knowledge of the skill

2 = Aware I have heard of, but have limited knowledge or ability to apply the skill

3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill

4 = Proficient I am very comfortable, am an expert, or could teach this skill to others

 

Tier 1 Competencies: To what degree are you able to effectively…

1. Describe factors affecting the health of a community (e.g., equity, income, education, environment)

2. Identify quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) that can be used for assessing the health of a community

3. Apply ethical principles in accessing, collecting, analyzing, using, maintaining, and disseminating data and information

4. Use information technology in accessing, collecting, analyzing, using, maintaining, and disseminating data and information

5. Select valid and reliable data

6. Select comparable data (e.g., data being age-adjusted to the same year, data variables across datasets having similar definitions).

7. Identify gaps in data

8. Collect valid and reliable quantitative and qualitative data

9. Describe public health applications of quantitative and qualitative data

10. Use quantitative and qualitative data

11. Describe assets and resources that can be used for improving the health of a community (e.g., Boys & Girls Clubs, public libraries, hospitals, faith-based organizations, academic institutions, federal grants, fellowship programs)

12. Contribute to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

13. Explain how community health assessments use information about health status, factors influencing health, and assets and resources

14. Describe how evidence (e.g., data, findings reported in peer-reviewed literature) is used in decision making

 

Evidence of Proficiency:

 

 

 

Proficiency Improvement:

 

 

 

 

 

Policy Development/Program Planning Skills (Domain 2)

 

Self-Perceived Proficiency

1 = None I am unaware or have very little knowledge of the skill

2 = Aware I have heard of, but have limited knowledge or ability to apply the skill

3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill

4 = Proficient I am very comfortable, am an expert, or could teach this skill to others

 

Tier 1 Competencies: To what degree are you able to effectively…

1. Contribute to state/Tribal/community health improvement planning (e.g., providing data to supplement community health assessments, communicating observations from work in the field)

2. Contribute to development of program goals and objectives

3. Describe organizational strategic plan (e.g., includes measurable objectives and targets; relationship to community health improvement plan, workforce development plan, quality improvement plan, and other plans)

4. Contribute to implementation of organizational strategic plan

5. Identify current trends (e.g., health, fiscal, social, political, environmental) affecting the health of a community

6. Gather information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)

7. Describe implications of policies, programs, and services

8. Implement policies, programs, and services

9. Explain the importance of evaluations for improving policies, programs, and services

10. Gather information for evaluating policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on investment)

11. Apply strategies for continuous quality improvement

12. Describe how public health informatics is used in developing, implementing, evaluating, and improving policies, programs, and services (e.g., integrated data systems, electronic reporting, knowledge management systems, geographic information systems)

 

Evidence of Proficiency:

 

 

 

Proficiency Improvement:

 

 

 

 

 

 

 

Communication Skills (Domain 3)

 

Self-Perceived Proficiency

1 = None I am unaware or have very little knowledge of the skill

2 = Aware I have heard of, but have limited knowledge or ability to apply the skill

3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill

4 = Proficient I am very comfortable, am an expert, or could teach this skill to others

 

Tier 1 Competencies: To what degree are you able to effectively…

1. Identify the literacy of populations served (e.g., ability to obtain, interpret, and use health and other information; social media literacy)

2. Communicate in writing and orally with linguistic and cultural proficiency (e.g., using age-appropriate materials, incorporating images)

3. Solicit input from individuals and organizations (e.g., chambers of commerce, religious organizations, schools, social service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community

4. Suggest approaches for disseminating public health data and information (e.g., social media, newspapers, newsletters, journals, town hall meetings, libraries, neighborhood gatherings)

5. Convey data and information to professionals and the public using a variety of approaches (e.g., reports, presentations, email, letters)

6. Communicate information to influence behavior and improve health (e.g., use social marketing methods, consider behavioral theories such as the Health Belief Model or Stages of Change Model)

7. Facilitate communication among individuals, groups, and organizations

8. Describe the roles of governmental public health, health care, and other partners in improving the health of a community

 

Evidence of Proficiency:

 

 

 

Proficiency Improvement:

 

 

 

 

 

 

 

 

 

Cultural Competency Skills (Domain 4)

 

Self-Perceived Proficiency

1 = None I am unaware or have very little knowledge of the skill

2 = Aware I have heard of, but have limited knowledge or ability to apply the skill

3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill

4 = Proficient I am very comfortable, am an expert, or could teach this skill to others

 

Tier 1 Competencies: To what degree are you able to effectively…

1. Describe the concept of diversity as it applies to individuals and populations (e.g., language, culture, values, socioeconomic status, geography, education, race, gender, age, ethnicity, sexual orientation, profession, religious affiliation, mental and physical abilities, historical experiences)

2. Describe the diversity of individuals and populations in a community

3. Describe the ways diversity may influence policies, programs, services, and the health of a community

4. Recognize the contribution of diverse perspectives in developing, implementing, and evaluating policies, programs, and services that affect the health of a community

5. Address the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

6. Describe the effects of policies, programs, and services on different populations in a community

7. Describe the value of a diverse public health workforce

 

Evidence of Proficiency:

 

 

 

Proficiency Improvement:

 

 

 

 

 

 

 

 

 

 

 

Community Dimensions of Practice Skills (Domain 5)

 

Self-Perceived Proficiency

1 = None I am unaware or have very little knowledge of the skill

2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill

4 = Proficient I am very comfortable, am an expert, or could teach this skill to others

 

Tier 1 Competencies: To what degree are you able to effectively…

1. Describe the programs and services provided by governmental and non-governmental organizations to improve the health of a community

2. Recognize relationships that are affecting health in a community (e.g., relationships among health departments, hospitals, community health centers, primary care providers, schools, community-based organizations, and other types of organizations)

3. Suggest relationships that may be needed to improve health in a community

4. Support relationships that improve health in a community

5. Collaborate with community partners to improve health in a community (e.g., participate in committees, share data and information, connect people to resources)

6. Engage community members (e.g., focus groups, talking circles, formal meetings, key informant interviews) to improve health in a community

7. Provide input for developing, implementing, evaluating, and improving policies, programs, and services

8. Use assets and resources (e.g., Boys & Girls Clubs, public libraries, hospitals, faith-based organizations, academic institutions, federal grants, fellowship programs) to improve health in a community

9. Inform the public about policies, programs, and resources that improve health in a community

10. Describe the importance of community-based participatory research

 

Evidence of Proficiency:

 

 

 

Proficiency Improvement:

 

 

 

 

 

Public Health Sciences Skills (Domain 6)

 

Self-Perceived Proficiency

1 = None I am unaware or have very little knowledge of the skill

2 = Aware I have heard of, but have limited knowledge or ability to apply the skill

3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill

4 = Proficient I am very comfortable, am an expert, or could teach this skill to others

 

Tier 1 Competencies: To what degree are you able to effectively…

1. Describe the scientific foundation of the field of public health

2. Identify prominent events in the history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities)

3. Describe how public health sciences (e.g., biostatistics, epidemiology, environmental health sciences, health services administration, social and behavioral sciences, and public health informatics) are used in the delivery of the 10 Essential Public Health Services

4. Retrieve evidence (e.g., research findings, case reports, community surveys) from print and electronic sources (e.g., PubMed, Journal of Public Health Management and Practice, Morbidity and Mortality Weekly Report, The World Health Report) to support decision making

5. Recognize limitations of evidence (e.g., validity, reliability, sample size, bias, generalizability)

6. Describe evidence used in developing, implementing, evaluating, and improving policies, programs, and services

7. Describe the laws, regulations, policies, and procedures for the ethical conduct of research (e.g., patient confidentiality, protection of human subjects, Americans with Disabilities Act)

8. Contribute to the public health evidence base (e.g., participating in Public Health Practice-Based Research Networks, community-based participatory research, and academic health departments; authoring articles; making data available to researchers)

9. Suggest partnerships that may increase use of evidence in public health practice (e.g., between practice and academic organizations, with health sciences libraries)

 

Evidence of Proficiency:

 

 

 

Proficiency Improvement:

 

 

 

 

 

 

Financial Planning and Management Skills (Domain 7)

 

Self-Perceived Proficiency

1 = None I am unaware or have very little knowledge of the skill

2 = Aware I have heard of, but have limited knowledge or ability to apply the skill

3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill

4 = Proficient I am very comfortable, am an expert, or could teach this skill to others

 

Tier 1 Competencies: To what degree are you able to effectively…

1. Describe the structures, functions, and authorizations of governmental public health programs and organizations

2. Describe government agencies with authority to impact the health of a community

3. Adhere to organizational policies and procedures

4. Describe public health funding mechanisms (e.g., categorical grants, fees, third-party reimbursement, tobacco taxes)

5. Contribute to development of program budgets

6. Provide information for proposals for funding (e.g., foundations, government agencies, corporations)

7. Provide information for development of contracts and other agreements for programs and services

8. Describe financial analysis methods used in making decisions about policies, programs, and services (e.g., cost-effectiveness, cost-benefit, cost-utility analysis, return on investment)

9. Operate programs within budget

10. Describe how teams help achieve program and organizational goals (e.g., the value of different disciplines, sectors, skills, experiences, and perspectives; scope of work and timeline)

11. Motivate colleagues for the purpose of achieving program and organizational goals (e.g., participating in teams, encouraging sharing of ideas, respecting different points of view)

12. Use evaluation results to improve program and organizational performance

13. Describe program performance standards and measures

14. Use performance management systems for program and organizational improvement (e.g., achieving performance objectives and targets, increasing efficiency, refining processes, meeting Healthy People objectives, sustaining accreditation)

 

Evidence of Proficiency:

 

 

 

Proficiency Improvement:

 

 

 

Leadership and Systems Thinking Skills (Domain 8)

 

Self-Perceived Proficiency

1 = None I am unaware or have very little knowledge of the skill

2 = Aware I have heard of, but have limited knowledge or ability to apply the skill

3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill

4 = Proficient I am very comfortable, am an expert, or could teach this skill to others

 

To what degree are you able to effectively…

1. Incorporate ethical standards of practice (e.g., Public Health Code of Ethics) into all interactions with individuals, organizations, and communities

2. Describe public health as part of a larger inter-related system of organizations that influence the health of populations at local, national, and global levels

3. Describe the ways public health, health care, and other organizations can work together or individually to impact the health of a community

4. Contribute to development of a vision for a healthy community (e.g., emphasis on prevention, health equity for all, excellence and innovation)

5. Identify internal and external facilitators and barriers that may affect the delivery of the 10 Essential Public Health Services (e.g., using root cause analysis and other quality improvement methods and tools, problem solving)

6. Describe needs for professional development (e.g., training, mentoring, peer advising, coaching)

7. Participate in professional development opportunities

8. Describe the impact of changes (e.g., social, political, economic, scientific) on organizational practices

9. Describe ways to improve individual and program performance

 

Evidence of Proficiency:

 

 

 

Proficiency Improvement:

 

 

 

 

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Capstone Project Topic Selection and Approval

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In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.

2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.

3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

5. Significance of the topic and its implications for nursing practice.

6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment

Rubric

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.

A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.

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Climate Refugees

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Alaska, the Kigiqtaamiut in jeopardy

1.  At the time this reporter was in Shishmaref, what should have happened to the sea that had not yet happened?

2.  How much did the Sarichef  Island shrink as a result of the mid-October storm?

3.  Three specific impacts on the island are ascribed to global warming.  Describe the changes to…

a.  Seal hunting:

b.  Storms:

c.  Permafrost:

d.  Erosion:

4.  What action did the people take to slow the erosion of their beaches?  Was this successful?

5.  What did they do in 2002 to Mina Weyiouanna’s house, to protect it from the eroding shoreline?

6.  What happened in 2000 to Jimmy Nayopuk’s house, which was not moved?

Maldives, an archipelago in peril

7.  What are the Maldivian Islands made of?  How did they form?

8.  In addition to flooding from rising sea levels, what other fear do the Maldivian people have for their cities?

9.  List two specific ways that global warming is causing an increase in sea levels.

10.  Mohammed Ali has observed an average of 5 millimeters of sea level rise per year in Mali.  At this rate, how much would the ocean rise over the next century?

a.  He also states that “…this natural balance is now broken, and that erosion wins out over accretion.”  What does he give as the cause of this imbalance?

11.  What impact did the massive El Nino have on the water temperature around the Maldives, and how did this impact the coral?

12.  In the 1980s, the Maldivian government banned coral mining.  Explain what they were doing with the mined coral.

Discussion Question

Answer these questions based on what you read, and any additional research you conduct.

How would you define a “climate refugee”?

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Unit 1 Assignment: Rocks and Mineral Identification by Characteristics:

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Using the attached websites below, provide a detailed list of steps used to identify rocks and minerals based on their physical, chemical, and morphological characteristics.  When you have completed this part of the assignment, use the samples; diamond, dolomite, gneiss, and chalk, and provide your analysis of composition and identification based on their identification characteristics.  Compare and contrast these 4 samples in a conclusion statement.

 

http://www.minsocam.org/msa/collectors_corner/id/mineral_id_keyi1.htm (Links to an external site.)

https://www.fhwa.dot.gov/pavement/pccp/fhwahi91205.pdf (Links to an external site.)

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Earth science Lab report 2

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The rock samples you encountered while completing this exercise are called hand samples because you can pick them up with your hand and study them. You can also easily examine hand samples with a hand lense, test them for hardness and reactivity to HCI, and feel and heft them. However, some characteristics of each rock group are so diagnostic that you can observe them at a distance and classify the rocks as igneous, sedimentary or metamorphic. Examine the rock outcrops shown and det whether each group is igneous, sedimentary or metamorphic.

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