Home>Homework Answsers>Nursing homework helpCOMPLETE WORK IN DETAIL, 250 WORDS2 months ago24.04.202510Report issuefiles (1)WK3DISCUSSIONHP-111.docxWK3DISCUSSIONHP-111.docxTop of FormThe Governmental Role in HealthcareWhen speaking about the state of healthcare in the U.S. and who is responsible it is common to blame the government, indeed if one hears a refrain often enough it becomes the truth, right?The U.S. government operates neither the health care delivery system nor the health services financing system in anything close to their entirety. In fact, in the United States, government is less involved with the provision of health care (in contrast to the payment for health services, with which it is heavily involved) than in any other industrialized country in the world.But the truth is:It is important to understand that when politicians throw the term “socialized medicine” around they are doing a disservice to the facts, seeking to sensationalize a topic that is far too important to be treated like a political tool to be manipulated. The statement above is true. With the exception of part of the military healthcare system, the federal government plays a minimal role in the provision of healthcare in the U.S. It has a much larger role in paying for healthcare, however, as the manager of two large payers, Medicare and Medicaid. Insurers (mostly through employment) and the patient pay about 50% of the costs with governmental reimbursement picking up the other half.Issocialized medicinea bad thing? That opinion, of course, would vary from person to person, but it is important to note that every single industrialized nation provides some sort of socialized medicine model except the U.S.Wait, let’s say that again.Every single industrialized nation provides some sort of socialized medicine model except the U.S.I have known healthcare workers who lived in Canada with one socialized medicine model who flew back and forth to the U.S. to work multiple days in a row in the U.S. Why? Because they would not leave the healthcare system Canada provides for its citizens. And they did not want to pay the costs associated with the cobbled-together U.S. system. Is the Canadian system better than the U.S.? Once again, the answer likely depends on how wealthy you are. No country can provideeverythingforeveryone. Healthcare is a scarce resource that gets rationed regardless. But that rationing will look different depending upon the model. In Canada, for example, rationing occurs by waitlisting nonemergent treatment.Waiting Your Turn: Wait Times for Health Care in Canada, 2020 ReportWaiting for treatment has become a defining characteristic of Canadian health care. In order to document the queues for visits to specialists and for diagnostic and surgical procedures in the country, the Fraser Institute has—for over two decades—surveyed specialist physicians across 12 specialties and 10 provinces.…overall, waiting times for medically necessary treatment have increased since last year. Specialist physicians surveyed report a median waiting time of 22.6 weeks between referral from a general practitioner and receipt of treatment—longer than the wait of 20.9 weeks reported in 2019. This year’s wait time is the longest wait time recorded in this survey’s history and is 143% longer than in 1993, when it was just 9.3 weeks.Source:https://www.fraserinstitute.org/studies/waiting-your-turn-wait-times-for-health-care-in-canada-2020Now, I am not picking on Canada. People GO to Canada for its healthcare, not vice versa. Every industrialized nation has to do something, similar or dissimilar, to ration the use of care.But few do it on the backs of the poor.Why are some against socialized medicine? Primarily because it goes against their preferred model of smaller government is better government. But also because they are fortunate enough to have healthcare. And they do not feel healthcare is a right.Our forefathers certainly had no concept of responsibility of the Federal Government, nor of the state government, for health protection of the people. This was solely a local governmental responsibility. When Benjamin Franklin wrote “Health is Wealth” in the Farmers’ Almanac, he was saying that health was a commodity to be bought, to be sold, to be conserved, or to be wasted. But he considered that health conservation was the responsibility of the individual, not of government. The local community was responsible only for the protection of its citizens against the hazards of community life. – Jonas, 2021The U.S. did not grow up on socialized medicine, nor big government, nor did the Constitution place this responsibility on it.Expand your understanding of how important watershed moments have pushed healthcare systems to where they are today(watershed: an event marking a unique or important historical change of course or one on which important developments depend).Include the following aspects in the discussion:· Complete readings and videos.· How do you think the founding fathers viewed healthcare?· Has this view changed among the majority in the US and do you agree? Why or why not?· List five pivotal impacts that changed the direction of healthcare over the centuries.· Discuss if you think we can improve healthcare for all without socialized medicine.· Cite any references. Proper grammar, sentence structure, and spelling are required. Use your own words. Copying and pasting are not allowed. 200 wordsBottom of FormWK3DISCUSSIONHP-111.docxTop of FormThe Governmental Role in HealthcareWhen speaking about the state of healthcare in the U.S. and who is responsible it is common to blame the government, indeed if one hears a refrain often enough it becomes the truth, right?The U.S. government operates neither the health care delivery system nor the health services financing system in anything close to their entirety. In fact, in the United States, government is less involved with the provision of health care (in contrast to the payment for health services, with which it is heavily involved) than in any other industrialized country in the world.But the truth is:It is important to understand that when politicians throw the term “socialized medicine” around they are doing a disservice to the facts, seeking to sensationalize a topic that is far too important to be treated like a political tool to be manipulated. The statement above is true. With the exception of part of the military healthcare system, the federal government plays a minimal role in the provision of healthcare in the U.S. It has a much larger role in paying for healthcare, however, as the manager of two large payers, Medicare and Medicaid. Insurers (mostly through employment) and the patient pay about 50% of the costs with governmental reimbursement picking up the other half.Issocialized medicinea bad thing? That opinion, of course, would vary from person to person, but it is important to note that every single industrialized nation provides some sort of socialized medicine model except the U.S.Wait, let’s say that again.Every single industrialized nation provides some sort of socialized medicine model except the U.S.I have known healthcare workers who lived in Canada with one socialized medicine model who flew back and forth to the U.S. to work multiple days in a row in the U.S. Why? Because they would not leave the healthcare system Canada provides for its citizens. And they did not want to pay the costs associated with the cobbled-together U.S. system. Is the Canadian system better than the U.S.? Once again, the answer likely depends on how wealthy you are. No country can provideeverythingforeveryone. Healthcare is a scarce resource that gets rationed regardless. But that rationing will look different depending upon the model. In Canada, for example, rationing occurs by waitlisting nonemergent treatment.Waiting Your Turn: Wait Times for Health Care in Canada, 2020 ReportWaiting for treatment has become a defining characteristic of Canadian health care. In order to document the queues for visits to specialists and for diagnostic and surgical procedures in the country, the Fraser Institute has—for over two decades—surveyed specialist physicians across 12 specialties and 10 provinces.…overall, waiting times for medically necessary treatment have increased since last year. Specialist physicians surveyed report a median waiting time of 22.6 weeks between referral from a general practitioner and receipt of treatment—longer than the wait of 20.9 weeks reported in 2019. This year’s wait time is the longest wait time recorded in this survey’s history and is 143% longer than in 1993, when it was just 9.3 weeks.Source:https://www.fraserinstitute.org/studies/waiting-your-turn-wait-times-for-health-care-in-canada-2020Now, I am not picking on Canada. People GO to Canada for its healthcare, not vice versa. Every industrialized nation has to do something, similar or dissimilar, to ration the use of care.But few do it on the backs of the poor.Why are some against socialized medicine? Primarily because it goes against their preferred model of smaller government is better government. But also because they are fortunate enough to have healthcare. And they do not feel healthcare is a right.Our forefathers certainly had no concept of responsibility of the Federal Government, nor of the state government, for health protection of the people. This was solely a local governmental responsibility. When Benjamin Franklin wrote “Health is Wealth” in the Farmers’ Almanac, he was saying that health was a commodity to be bought, to be sold, to be conserved, or to be wasted. But he considered that health conservation was the responsibility of the individual, not of government. The local community was responsible only for the protection of its citizens against the hazards of community life. – Jonas, 2021The U.S. did not grow up on socialized medicine, nor big government, nor did the Constitution place this responsibility on it.Expand your understanding of how important watershed moments have pushed healthcare systems to where they are today(watershed: an event marking a unique or important historical change of course or one on which important developments depend).Include the following aspects in the discussion:· Complete readings and videos.· How do you think the founding fathers viewed healthcare?· Has this view changed among the majority in the US and do you agree? Why or why not?· List five pivotal impacts that changed the direction of healthcare over the centuries.· Discuss if you think we can improve healthcare for all without socialized medicine.· Cite any references. Proper grammar, sentence structure, and spelling are required. Use your own words. Copying and pasting are not allowed. 200 wordsBottom of FormBids(44)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RProf. TOPGRADEEmily Clarefirstclass tutorMiss DeannaMUSYOKIONES A+Dr ClovergrA+de plusSheryl Hoganpacesetters2121ProWritingGuruColeen AndersonIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)2 helpPerfect: ECO 550 Week 5 ProblemsReal Estate of MTH 410statistics helpDo anyone take entire course for ashford.edu?MacroeconomicsFrank Kafka’s the metamorphosisThere are various types of water pollution. Water pollution occurs when contaminants enter a water body and the water body becomes impacted; farms, industries, and even homes can be a source of pollution.Fire Prevention Unit 3 Reflection Paper2 essay questions

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Home>Homework Answsers>Nursing homework helpHelp2 years ago22.12.20238Report issuefiles (4)Assessment2_NURFXP4060_instruction_122023.docxAssessment4_Instructions_NURFXP4060_122023.docxAssessment1_instruction_NURFXP4060_122023.docxAssessment3_instructions_NURFXP4060_122023.docxAssessment2_NURFXP4060_instruction_122023.docxAssessment 2Community ResourcesResearch a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.InstructionsFirst, select one of the local, national, or global nonprofit organizations or government agencies presented in the Assessment 02 Supplement: Community Resources [PDF] Download Assessment 02 Supplement: Community Resources [PDF]resource.Then research the nonprofit organization or government agency that you selected. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report structured according to the following specifications:Document Format and Length Format your paper using APA style.Refer to the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your paper. Be sure to include: A title page and references page. An abstract is not required. Appropriate section headings.Your paper should comprise 3–5 pages of content plus title and references pages.Supporting EvidenceCite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.Assessment 02 – Community ResourcesFor this assessment, you will research a selected local, national, or global nonprofit organizationor government agency to determine how it contributes to public health and safetyimprovements, promotes equal opportunity, and improves the quality of life within thecommunity and submit your findings in a 3–5 page report.Before you complete the detailed instructions in the courseroom, first review the local, national,and global nonprofit organizations and government agencies in the list below and select one tobe the focus of your assessment.• Cultural Survival: Advocates for Indigenous Peoples’ rights and supports Indigenouscommunities’ self-determination, cultures, and political resilience.• Boys and Girls Club: Provides after-school programs for young people to enhance theirlives and shape their futures.• Make-A-Wish: Grants life-changing wishes for children with critical illnesses.• St. Jude Children’s Research Hospital: A research hospital seeking cures for childrenwith catastrophic diseases through research and treatment.• Trevor Project: Provides crisis intervention and suicide prevention services to lesbian,gay, bisexual, transgender, queer & questioning (LGBTQ+) young people.image1.pngAssessment4_Instructions_NURFXP4060_122023.docxAssessment 4Health Promotion Plan PresentationBuild a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?InstructionsComplete the following:Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.Presentation Format and LengthYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:Title slide:Health promotion plan title.Your name.Date.Course number and title.References (at the end of your presentation).Be sure to apply correct APA formatting to your references.The following resources will help you create and deliver an effective presentation:Record a Slide Show With Narration and Slide Timings.This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.Microsoft Office Software.This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.PowerPoint Presentations Library Guide.This library guide provides links to PowerPoint and other presentation software resources.SoNHS Professional Presentation Guidelines [PPTX].This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.Supporting EvidenceSupport your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.Graded RequirementsThe requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.Present your health promotion plan to your hypothetical audience.Tailor the presentation to the needs of your hypothetical audience.Adhere to scholarly and disciplinary writing standards and APA formatting requirements.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.Which aspects of the session would you change?How might those changes improve future outcomes?Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.Assessment1_instruction_NURFXP4060_122023.docxDevelop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community.Assessment 01 – Health Promotion PlanFor this assessment, plan a hypothetical clinical learning experience focused on healthpromotion associated with a specific community health concern or health need. Completing thisassessment will strengthen your understanding of how to plan and negotiate individual or groupparticipation, and this assessment will also provide the foundation for the implementation of yourhealth promotion educational plan in Assessment 4.Before you complete the detailed instructions in the courseroom, first review the specificcommunity health concerns or health needs below and select one to be the focus of yourassessment. Each of these health concerns has broad implications not only for the individuals.directly affected but also for the community at large in terms of healthcare costs, societal well-.being, and overall quality of life.• Hypertension: Also known as high blood pressure, it’s a condition where the force of theblood against the artery walls is too high.o Potential Health Impacts: Can lead to heart disease, stroke, kidney problems, and other health issues.• Gender Dysphoria: A condition where a person experiences discomfort or distressbecause their biological sex doesn’t align with their gender identity.o Potential Health Impacts: Can lead to mental health issues like depression,anxiety, and suicidal thoughts.• HPV Prevention: Efforts to prevent Human Papillomavirus, a common sexuallytransmitted infection that can lead to genital warts and certain types of cancer.o Potential Health Impacts: Vaccination and regular screenings can prevent mostHPV-related cancers and other complications.InstructionsTo complete your hypothetical health promotion plan, please use the following outline to guide your work:Health Promotion PlanTo begin, first select a health issue or need that will be the focus of your assessment from the Assessment 01 Supplement: Health Promotion Plan [PDF] Download Assessment 01 Supplement: Health Promotion Plan [PDF]resource.After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.Create a scenario as if this project were being completed face-to-face.Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).Identify the individual or group’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.Document Format and LengthYour health promotion plan should be 3–4 pages in length.Supporting EvidenceSupport your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.image1.pngAssessment3_instructions_NURFXP4060_122023.docxAssessment 3Disaster Recovery PlanDevelop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop and record a 10–12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the local system, city officials, and the disaster relief team.InstructionsFirst, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.Then complete the following:Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.Assess community needs.Consider resources, personnel, budget, and community makeup.Identify the people accountable for implementation of the plan and describe their roles.Focus on specific Healthy People 2020 goals and 2030 objectives.Include a timeline for the recovery effort.Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:Mobilize collaborative partners. Assess community needs.Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.Include in your plan the equitable allocation of services for the diverse community.Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.Plan to reduce health disparities and improve access to services.Implement a plan to reach Healthy People 2020 goals and 2030 objectives.Track and trace-map community progress.Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.Describe the plan for contact tracing during the disaster and recovery phase.Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource for city officials and the disaster relief team. Be sure to also include speaker notes.Presentation Format and LengthYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issuesAssessment 03 – Disaster Recovery PlanIn this assessment, you will assume the role of the senior nurse at a regional hospital who hasbeen assigned to develop a disaster recovery plan for the community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.Before you complete the detailed instructions in the courseroom, first review the full scenarioand associated data below. Please refer back to this resource as necessary while you completeyour assessment.IntroductionFor a health care facility to be able to fill its role in the community, it must actively plan not onlyfor normal operation, but also for worst-case scenarios which could occur. In such disasters, thehospital’s services will be particularly crucial, even if the specifics of the disaster make it moredifficult for the facility to stay open.As the senior nurse at Tall Oaks Medical Center, you play a vital role in ensuring the hospital’sreadiness for disasters and its ability to recover from them. The medical center administratorwants to discuss disaster preparedness and recovery with you. Before the conversation, itwould be helpful to familiarize yourself with the background information on events that haveoccurred in Tall Oaks in recent years, including the involvement of the hospital.BackgroundInvestigate further for relevant background information.Newspaper Article: “Devastating Flood Hits Tall Oaks: Small City Struggles to Recover”Tall Oaks TribuneTALL OAKS, PA – The usually serene city of Tall Oaks faced nature’s fury as a catastrophicflood wreaked havoc on its streets, homes, and landmarks. The flood, a result of unprecedentedheavy rainfall combined with the swelling of the city’s rivers, has left the community grapplingwith the aftermath.Local authorities report that the floodwaters have affected over 60% of residential areas, withthe neighborhoods of Willow Creek and Pine Ridge being the hardest hit. These areas,predominantly home to elderly residents and lower-income families, are now submerged, withmany homes damaged beyond repair. The local community center, which served as a hub forsenior activities and after-school programs, has also suffered significant damage.The city’s infrastructure hasn’t been spared either. Roads, especially those leading to the city’smain hospital, Tall Oaks Medical Center, are currently impassable, making it challenging foremergency services to reach those in need. The city’s water treatment plant has also beencompromised, leading to concerns about water contamination.Local schools, including Tall Oaks Elementary and Riverside High, have been temporarilyclosed due to water damage, affecting over 2,000 students. The school board is currently indiscussions about relocating students to nearby schools or implementing remote learning.Local businesses, particularly those in the downtown area, are counting their losses. Thefloodwaters have not only damaged property but have also disrupted the local economy. TheTall Oaks Farmers Market, a significant source of income for local farmers, has been canceledfor the foreseeable future.However, amidst the devastation, the spirit of community shines bright. Residents have cometogether to support one another, with many opening their homes to those displaced by the flood.Local organizations and churches have set up relief centers, providing food, clothing, andshelter to those affected. Volunteers from neighboring cities have also poured in, assisting withrescue and recovery efforts.Mayor Lydia Patterson addressed the city, stating, “While we face a challenging road torecovery, the resilience and unity of the Tall Oaks community have never been more evident.Together, we will rebuild and emerge stronger.”The state government has declared Tall Oaks a disaster area, making it eligible for federal aid.Residents are urged to stay updated through local news and to heed any evacuation or safetyadvisories.Fact Sheet: Tall Oaks, PAPopulation: 50,000Median Household Income: $62,000Percentage of Population Below Poverty Line: 20%Racial/Ethnic Composition:White: 49%Black: 36%Hispanic 10%Two or more races: 2%Other race: 3%Race and Hispanic OriginWhite: 34%Black or African American: 32%American Indian and Alaska Native: 1%Asian/Hawaiian/Pacific Islander: 2%Hispanic or Latino: 25%Two or More Races: 6%EducationHigh school graduate or higher, percent of persons age 25 years+: 82.5%Bachelor’s degree or higher, percent of persons age 25 years+: 22.5%HealthWith a disability, under age 65 years: 13.7%Persons without health insurance, under age 65 years: 9.9%Income & PovertyMedian household income: $44,444Per capita income in past 12 months: $24,094Persons in poverty: 28.2%Socioeconomic Status: The city has a diverse socioeconomic makeup, with a significantportion of the population falling into low-income brackets.Vulnerable Populations: Tall Oaks is home to a substantial number of vulnerable populations,including elderly individuals, people with disabilities, and those living in poverty.Infrastructure: The city’s infrastructure includes residential areas, commercial establishments,schools, healthcare facilities, and transportation networks.Impact of the Flood: The flood has caused widespread devastation throughout Tall Oaks. Thetorrential waters have submerged residential areas, leading to the displacement of manyresidents. The floodwaters have also damaged critical infrastructure, including roads, bridges,and utility systems, exacerbating the challenges faced by the city.Response and Recovery Efforts: In the wake of this disaster, local authorities, emergencymanagement agencies, and community organizations have come together to initiate responseand recovery efforts. The primary focus is on ensuring the safety and well-being of the affectedresidents and restoring essential services.Assessment3_instructions_NURFXP4060_122023.docxAssessment 3Disaster Recovery PlanDevelop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop and record a 10–12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the local system, city officials, and the disaster relief team.InstructionsFirst, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.Then complete the following:Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.Assess community needs.Consider resources, personnel, budget, and community makeup.Identify the people accountable for implementation of the plan and describe their roles.Focus on specific Healthy People 2020 goals and 2030 objectives.Include a timeline for the recovery effort.Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:Mobilize collaborative partners. Assess community needs.Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.Include in your plan the equitable allocation of services for the diverse community.Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.Plan to reduce health disparities and improve access to services.Implement a plan to reach Healthy People 2020 goals and 2030 objectives.Track and trace-map community progress.Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.Describe the plan for contact tracing during the disaster and recovery phase.Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource for city officials and the disaster relief team. Be sure to also include speaker notes.Presentation Format and LengthYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issuesAssessment 03 – Disaster Recovery PlanIn this assessment, you will assume the role of the senior nurse at a regional hospital who hasbeen assigned to develop a disaster recovery plan for the community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.Before you complete the detailed instructions in the courseroom, first review the full scenarioand associated data below. Please refer back to this resource as necessary while you completeyour assessment.IntroductionFor a health care facility to be able to fill its role in the community, it must actively plan not onlyfor normal operation, but also for worst-case scenarios which could occur. In such disasters, thehospital’s services will be particularly crucial, even if the specifics of the disaster make it moredifficult for the facility to stay open.As the senior nurse at Tall Oaks Medical Center, you play a vital role in ensuring the hospital’sreadiness for disasters and its ability to recover from them. The medical center administratorwants to discuss disaster preparedness and recovery with you. Before the conversation, itwould be helpful to familiarize yourself with the background information on events that haveoccurred in Tall Oaks in recent years, including the involvement of the hospital.BackgroundInvestigate further for relevant background information.Newspaper Article: “Devastating Flood Hits Tall Oaks: Small City Struggles to Recover”Tall Oaks TribuneTALL OAKS, PA – The usually serene city of Tall Oaks faced nature’s fury as a catastrophicflood wreaked havoc on its streets, homes, and landmarks. The flood, a result of unprecedentedheavy rainfall combined with the swelling of the city’s rivers, has left the community grapplingwith the aftermath.Local authorities report that the floodwaters have affected over 60% of residential areas, withthe neighborhoods of Willow Creek and Pine Ridge being the hardest hit. These areas,predominantly home to elderly residents and lower-income families, are now submerged, withmany homes damaged beyond repair. The local community center, which served as a hub forsenior activities and after-school programs, has also suffered significant damage.The city’s infrastructure hasn’t been spared either. Roads, especially those leading to the city’smain hospital, Tall Oaks Medical Center, are currently impassable, making it challenging foremergency services to reach those in need. The city’s water treatment plant has also beencompromised, leading to concerns about water contamination.Local schools, including Tall Oaks Elementary and Riverside High, have been temporarilyclosed due to water damage, affecting over 2,000 students. The school board is currently indiscussions about relocating students to nearby schools or implementing remote learning.Local businesses, particularly those in the downtown area, are counting their losses. Thefloodwaters have not only damaged property but have also disrupted the local economy. TheTall Oaks Farmers Market, a significant source of income for local farmers, has been canceledfor the foreseeable future.However, amidst the devastation, the spirit of community shines bright. Residents have cometogether to support one another, with many opening their homes to those displaced by the flood.Local organizations and churches have set up relief centers, providing food, clothing, andshelter to those affected. Volunteers from neighboring cities have also poured in, assisting withrescue and recovery efforts.Mayor Lydia Patterson addressed the city, stating, “While we face a challenging road torecovery, the resilience and unity of the Tall Oaks community have never been more evident.Together, we will rebuild and emerge stronger.”The state government has declared Tall Oaks a disaster area, making it eligible for federal aid.Residents are urged to stay updated through local news and to heed any evacuation or safetyadvisories.Fact Sheet: Tall Oaks, PAPopulation: 50,000Median Household Income: $62,000Percentage of Population Below Poverty Line: 20%Racial/Ethnic Composition:White: 49%Black: 36%Hispanic 10%Two or more races: 2%Other race: 3%Race and Hispanic OriginWhite: 34%Black or African American: 32%American Indian and Alaska Native: 1%Asian/Hawaiian/Pacific Islander: 2%Hispanic or Latino: 25%Two or More Races: 6%EducationHigh school graduate or higher, percent of persons age 25 years+: 82.5%Bachelor’s degree or higher, percent of persons age 25 years+: 22.5%HealthWith a disability, under age 65 years: 13.7%Persons without health insurance, under age 65 years: 9.9%Income & PovertyMedian household income: $44,444Per capita income in past 12 months: $24,094Persons in poverty: 28.2%Socioeconomic Status: The city has a diverse socioeconomic makeup, with a significantportion of the population falling into low-income brackets.Vulnerable Populations: Tall Oaks is home to a substantial number of vulnerable populations,including elderly individuals, people with disabilities, and those living in poverty.Infrastructure: The city’s infrastructure includes residential areas, commercial establishments,schools, healthcare facilities, and transportation networks.Impact of the Flood: The flood has caused widespread devastation throughout Tall Oaks. Thetorrential waters have submerged residential areas, leading to the displacement of manyresidents. The floodwaters have also damaged critical infrastructure, including roads, bridges,and utility systems, exacerbating the challenges faced by the city.Response and Recovery Efforts: In the wake of this disaster, local authorities, emergencymanagement agencies, and community organizations have come together to initiate responseand recovery efforts. The primary focus is on ensuring the safety and well-being of the affectedresidents and restoring essential services.Assessment2_NURFXP4060_instruction_122023.docxAssessment 2Community ResourcesResearch a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.InstructionsFirst, select one of the local, national, or global nonprofit organizations or government agencies presented in the Assessment 02 Supplement: Community Resources [PDF] Download Assessment 02 Supplement: Community Resources [PDF]resource.Then research the nonprofit organization or government agency that you selected. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report structured according to the following specifications:Document Format and Length Format your paper using APA style.Refer to the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your paper. Be sure to include: A title page and references page. An abstract is not required. Appropriate section headings.Your paper should comprise 3–5 pages of content plus title and references pages.Supporting EvidenceCite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.Assessment 02 – Community ResourcesFor this assessment, you will research a selected local, national, or global nonprofit organizationor government agency to determine how it contributes to public health and safetyimprovements, promotes equal opportunity, and improves the quality of life within thecommunity and submit your findings in a 3–5 page report.Before you complete the detailed instructions in the courseroom, first review the local, national,and global nonprofit organizations and government agencies in the list below and select one tobe the focus of your assessment.• Cultural Survival: Advocates for Indigenous Peoples’ rights and supports Indigenouscommunities’ self-determination, cultures, and political resilience.• Boys and Girls Club: Provides after-school programs for young people to enhance theirlives and shape their futures.• Make-A-Wish: Grants life-changing wishes for children with critical illnesses.• St. Jude Children’s Research Hospital: A research hospital seeking cures for childrenwith catastrophic diseases through research and treatment.• Trevor Project: Provides crisis intervention and suicide prevention services to lesbian,gay, bisexual, transgender, queer & questioning (LGBTQ+) young people.image1.pngAssessment4_Instructions_NURFXP4060_122023.docxAssessment 4Health Promotion Plan PresentationBuild a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?InstructionsComplete the following:Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.Presentation Format and LengthYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:Title slide:Health promotion plan title.Your name.Date.Course number and title.References (at the end of your presentation).Be sure to apply correct APA formatting to your references.The following resources will help you create and deliver an effective presentation:Record a Slide Show With Narration and Slide Timings.This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.Microsoft Office Software.This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.PowerPoint Presentations Library Guide.This library guide provides links to PowerPoint and other presentation software resources.SoNHS Professional Presentation Guidelines [PPTX].This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.Supporting EvidenceSupport your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.Graded RequirementsThe requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.Present your health promotion plan to your hypothetical audience.Tailor the presentation to the needs of your hypothetical audience.Adhere to scholarly and disciplinary writing standards and APA formatting requirements.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.Which aspects of the session would you change?How might those changes improve future outcomes?Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.Assessment1_instruction_NURFXP4060_122023.docxDevelop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community.Assessment 01 – Health Promotion PlanFor this assessment, plan a hypothetical clinical learning experience focused on healthpromotion associated with a specific community health concern or health need. Completing thisassessment will strengthen your understanding of how to plan and negotiate individual or groupparticipation, and this assessment will also provide the foundation for the implementation of yourhealth promotion educational plan in Assessment 4.Before you complete the detailed instructions in the courseroom, first review the specificcommunity health concerns or health needs below and select one to be the focus of yourassessment. Each of these health concerns has broad implications not only for the individuals.directly affected but also for the community at large in terms of healthcare costs, societal well-.being, and overall quality of life.• Hypertension: Also known as high blood pressure, it’s a condition where the force of theblood against the artery walls is too high.o Potential Health Impacts: Can lead to heart disease, stroke, kidney problems, and other health issues.• Gender Dysphoria: A condition where a person experiences discomfort or distressbecause their biological sex doesn’t align with their gender identity.o Potential Health Impacts: Can lead to mental health issues like depression,anxiety, and suicidal thoughts.• HPV Prevention: Efforts to prevent Human Papillomavirus, a common sexuallytransmitted infection that can lead to genital warts and certain types of cancer.o Potential Health Impacts: Vaccination and regular screenings can prevent mostHPV-related cancers and other complications.InstructionsTo complete your hypothetical health promotion plan, please use the following outline to guide your work:Health Promotion PlanTo begin, first select a health issue or need that will be the focus of your assessment from the Assessment 01 Supplement: Health Promotion Plan [PDF] Download Assessment 01 Supplement: Health Promotion Plan [PDF]resource.After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.Create a scenario as if this project were being completed face-to-face.Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).Identify the individual or group’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.Document Format and LengthYour health promotion plan should be 3–4 pages in length.Supporting EvidenceSupport your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.image1.pngAssessment3_instructions_NURFXP4060_122023.docxAssessment 3Disaster Recovery PlanDevelop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop and record a 10–12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the local system, city officials, and the disaster relief team.InstructionsFirst, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.Then complete the following:Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.Assess community needs.Consider resources, personnel, budget, and community makeup.Identify the people accountable for implementation of the plan and describe their roles.Focus on specific Healthy People 2020 goals and 2030 objectives.Include a timeline for the recovery effort.Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:Mobilize collaborative partners. Assess community needs.Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.Include in your plan the equitable allocation of services for the diverse community.Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.Plan to reduce health disparities and improve access to services.Implement a plan to reach Healthy People 2020 goals and 2030 objectives.Track and trace-map community progress.Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.Describe the plan for contact tracing during the disaster and recovery phase.Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource for city officials and the disaster relief team. Be sure to also include speaker notes.Presentation Format and LengthYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issuesAssessment 03 – Disaster Recovery PlanIn this assessment, you will assume the role of the senior nurse at a regional hospital who hasbeen assigned to develop a disaster recovery plan for the community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.Before you complete the detailed instructions in the courseroom, first review the full scenarioand associated data below. Please refer back to this resource as necessary while you completeyour assessment.IntroductionFor a health care facility to be able to fill its role in the community, it must actively plan not onlyfor normal operation, but also for worst-case scenarios which could occur. In such disasters, thehospital’s services will be particularly crucial, even if the specifics of the disaster make it moredifficult for the facility to stay open.As the senior nurse at Tall Oaks Medical Center, you play a vital role in ensuring the hospital’sreadiness for disasters and its ability to recover from them. The medical center administratorwants to discuss disaster preparedness and recovery with you. Before the conversation, itwould be helpful to familiarize yourself with the background information on events that haveoccurred in Tall Oaks in recent years, including the involvement of the hospital.BackgroundInvestigate further for relevant background information.Newspaper Article: “Devastating Flood Hits Tall Oaks: Small City Struggles to Recover”Tall Oaks TribuneTALL OAKS, PA – The usually serene city of Tall Oaks faced nature’s fury as a catastrophicflood wreaked havoc on its streets, homes, and landmarks. The flood, a result of unprecedentedheavy rainfall combined with the swelling of the city’s rivers, has left the community grapplingwith the aftermath.Local authorities report that the floodwaters have affected over 60% of residential areas, withthe neighborhoods of Willow Creek and Pine Ridge being the hardest hit. These areas,predominantly home to elderly residents and lower-income families, are now submerged, withmany homes damaged beyond repair. The local community center, which served as a hub forsenior activities and after-school programs, has also suffered significant damage.The city’s infrastructure hasn’t been spared either. Roads, especially those leading to the city’smain hospital, Tall Oaks Medical Center, are currently impassable, making it challenging foremergency services to reach those in need. The city’s water treatment plant has also beencompromised, leading to concerns about water contamination.Local schools, including Tall Oaks Elementary and Riverside High, have been temporarilyclosed due to water damage, affecting over 2,000 students. The school board is currently indiscussions about relocating students to nearby schools or implementing remote learning.Local businesses, particularly those in the downtown area, are counting their losses. Thefloodwaters have not only damaged property but have also disrupted the local economy. TheTall Oaks Farmers Market, a significant source of income for local farmers, has been canceledfor the foreseeable future.However, amidst the devastation, the spirit of community shines bright. Residents have cometogether to support one another, with many opening their homes to those displaced by the flood.Local organizations and churches have set up relief centers, providing food, clothing, andshelter to those affected. Volunteers from neighboring cities have also poured in, assisting withrescue and recovery efforts.Mayor Lydia Patterson addressed the city, stating, “While we face a challenging road torecovery, the resilience and unity of the Tall Oaks community have never been more evident.Together, we will rebuild and emerge stronger.”The state government has declared Tall Oaks a disaster area, making it eligible for federal aid.Residents are urged to stay updated through local news and to heed any evacuation or safetyadvisories.Fact Sheet: Tall Oaks, PAPopulation: 50,000Median Household Income: $62,000Percentage of Population Below Poverty Line: 20%Racial/Ethnic Composition:White: 49%Black: 36%Hispanic 10%Two or more races: 2%Other race: 3%Race and Hispanic OriginWhite: 34%Black or African American: 32%American Indian and Alaska Native: 1%Asian/Hawaiian/Pacific Islander: 2%Hispanic or Latino: 25%Two or More Races: 6%EducationHigh school graduate or higher, percent of persons age 25 years+: 82.5%Bachelor’s degree or higher, percent of persons age 25 years+: 22.5%HealthWith a disability, under age 65 years: 13.7%Persons without health insurance, under age 65 years: 9.9%Income & PovertyMedian household income: $44,444Per capita income in past 12 months: $24,094Persons in poverty: 28.2%Socioeconomic Status: The city has a diverse socioeconomic makeup, with a significantportion of the population falling into low-income brackets.Vulnerable Populations: Tall Oaks is home to a substantial number of vulnerable populations,including elderly individuals, people with disabilities, and those living in poverty.Infrastructure: The city’s infrastructure includes residential areas, commercial establishments,schools, healthcare facilities, and transportation networks.Impact of the Flood: The flood has caused widespread devastation throughout Tall Oaks. Thetorrential waters have submerged residential areas, leading to the displacement of manyresidents. The floodwaters have also damaged critical infrastructure, including roads, bridges,and utility systems, exacerbating the challenges faced by the city.Response and Recovery Efforts: In the wake of this disaster, local authorities, emergencymanagement agencies, and community organizations have come together to initiate responseand recovery efforts. The primary focus is on ensuring the safety and well-being of the affectedresidents and restoring essential services.Assessment2_NURFXP4060_instruction_122023.docxAssessment 2Community ResourcesResearch a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.InstructionsFirst, select one of the local, national, or global nonprofit organizations or government agencies presented in the Assessment 02 Supplement: Community Resources [PDF] Download Assessment 02 Supplement: Community Resources [PDF]resource.Then research the nonprofit organization or government agency that you selected. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report structured according to the following specifications:Document Format and Length Format your paper using APA style.Refer to the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your paper. Be sure to include: A title page and references page. An abstract is not required. Appropriate section headings.Your paper should comprise 3–5 pages of content plus title and references pages.Supporting EvidenceCite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.Assessment 02 – Community ResourcesFor this assessment, you will research a selected local, national, or global nonprofit organizationor government agency to determine how it contributes to public health and safetyimprovements, promotes equal opportunity, and improves the quality of life within thecommunity and submit your findings in a 3–5 page report.Before you complete the detailed instructions in the courseroom, first review the local, national,and global nonprofit organizations and government agencies in the list below and select one tobe the focus of your assessment.• Cultural Survival: Advocates for Indigenous Peoples’ rights and supports Indigenouscommunities’ self-determination, cultures, and political resilience.• Boys and Girls Club: Provides after-school programs for young people to enhance theirlives and shape their futures.• Make-A-Wish: Grants life-changing wishes for children with critical illnesses.• St. Jude Children’s Research Hospital: A research hospital seeking cures for childrenwith catastrophic diseases through research and treatment.• Trevor Project: Provides crisis intervention and suicide prevention services to lesbian,gay, bisexual, transgender, queer & questioning (LGBTQ+) young people.image1.pngAssessment4_Instructions_NURFXP4060_122023.docxAssessment 4Health Promotion Plan PresentationBuild a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?InstructionsComplete the following:Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.Presentation Format and LengthYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:Title slide:Health promotion plan title.Your name.Date.Course number and title.References (at the end of your presentation).Be sure to apply correct APA formatting to your references.The following resources will help you create and deliver an effective presentation:Record a Slide Show With Narration and Slide Timings.This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.Microsoft Office Software.This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.PowerPoint Presentations Library Guide.This library guide provides links to PowerPoint and other presentation software resources.SoNHS Professional Presentation Guidelines [PPTX].This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.Supporting EvidenceSupport your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.Graded RequirementsThe requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.Present your health promotion plan to your hypothetical audience.Tailor the presentation to the needs of your hypothetical audience.Adhere to scholarly and disciplinary writing standards and APA formatting requirements.Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.Which aspects of the session would you change?How might those changes improve future outcomes?Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.Assessment1_instruction_NURFXP4060_122023.docxDevelop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community.Assessment 01 – Health Promotion PlanFor this assessment, plan a hypothetical clinical learning experience focused on healthpromotion associated with a specific community health concern or health need. Completing thisassessment will strengthen your understanding of how to plan and negotiate individual or groupparticipation, and this assessment will also provide the foundation for the implementation of yourhealth promotion educational plan in Assessment 4.Before you complete the detailed instructions in the courseroom, first review the specificcommunity health concerns or health needs below and select one to be the focus of yourassessment. Each of these health concerns has broad implications not only for the individuals.directly affected but also for the community at large in terms of healthcare costs, societal well-.being, and overall quality of life.• Hypertension: Also known as high blood pressure, it’s a condition where the force of theblood against the artery walls is too high.o Potential Health Impacts: Can lead to heart disease, stroke, kidney problems, and other health issues.• Gender Dysphoria: A condition where a person experiences discomfort or distressbecause their biological sex doesn’t align with their gender identity.o Potential Health Impacts: Can lead to mental health issues like depression,anxiety, and suicidal thoughts.• HPV Prevention: Efforts to prevent Human Papillomavirus, a common sexuallytransmitted infection that can lead to genital warts and certain types of cancer.o Potential Health Impacts: Vaccination and regular screenings can prevent mostHPV-related cancers and other complications.InstructionsTo complete your hypothetical health promotion plan, please use the following outline to guide your work:Health Promotion PlanTo begin, first select a health issue or need that will be the focus of your assessment from the Assessment 01 Supplement: Health Promotion Plan [PDF] Download Assessment 01 Supplement: Health Promotion Plan [PDF]resource.After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.Create a scenario as if this project were being completed face-to-face.Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).Identify the individual or group’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.Document Format and LengthYour health promotion plan should be 3–4 pages in length.Supporting EvidenceSupport your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.image1.pngAssessment3_instructions_NURFXP4060_122023.docxAssessment 3Disaster Recovery PlanDevelop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop and record a 10–12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the local system, city officials, and the disaster relief team.InstructionsFirst, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.Then complete the following:Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.Assess community needs.Consider resources, personnel, budget, and community makeup.Identify the people accountable for implementation of the plan and describe their roles.Focus on specific Healthy People 2020 goals and 2030 objectives.Include a timeline for the recovery effort.Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:Mobilize collaborative partners. Assess community needs.Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.Include in your plan the equitable allocation of services for the diverse community.Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.Plan to reduce health disparities and improve access to services.Implement a plan to reach Healthy People 2020 goals and 2030 objectives.Track and trace-map community progress.Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.Describe the plan for contact tracing during the disaster and recovery phase.Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource for city officials and the disaster relief team. Be sure to also include speaker notes.Presentation Format and LengthYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issuesAssessment 03 – Disaster Recovery PlanIn this assessment, you will assume the role of the senior nurse at a regional hospital who hasbeen assigned to develop a disaster recovery plan for the community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.Before you complete the detailed instructions in the courseroom, first review the full scenarioand associated data below. Please refer back to this resource as necessary while you completeyour assessment.IntroductionFor a health care facility to be able to fill its role in the community, it must actively plan not onlyfor normal operation, but also for worst-case scenarios which could occur. In such disasters, thehospital’s services will be particularly crucial, even if the specifics of the disaster make it moredifficult for the facility to stay open.As the senior nurse at Tall Oaks Medical Center, you play a vital role in ensuring the hospital’sreadiness for disasters and its ability to recover from them. The medical center administratorwants to discuss disaster preparedness and recovery with you. Before the conversation, itwould be helpful to familiarize yourself with the background information on events that haveoccurred in Tall Oaks in recent years, including the involvement of the hospital.BackgroundInvestigate further for relevant background information.Newspaper Article: “Devastating Flood Hits Tall Oaks: Small City Struggles to Recover”Tall Oaks TribuneTALL OAKS, PA – The usually serene city of Tall Oaks faced nature’s fury as a catastrophicflood wreaked havoc on its streets, homes, and landmarks. The flood, a result of unprecedentedheavy rainfall combined with the swelling of the city’s rivers, has left the community grapplingwith the aftermath.Local authorities report that the floodwaters have affected over 60% of residential areas, withthe neighborhoods of Willow Creek and Pine Ridge being the hardest hit. These areas,predominantly home to elderly residents and lower-income families, are now submerged, withmany homes damaged beyond repair. The local community center, which served as a hub forsenior activities and after-school programs, has also suffered significant damage.The city’s infrastructure hasn’t been spared either. Roads, especially those leading to the city’smain hospital, Tall Oaks Medical Center, are currently impassable, making it challenging foremergency services to reach those in need. The city’s water treatment plant has also beencompromised, leading to concerns about water contamination.Local schools, including Tall Oaks Elementary and Riverside High, have been temporarilyclosed due to water damage, affecting over 2,000 students. The school board is currently indiscussions about relocating students to nearby schools or implementing remote learning.Local businesses, particularly those in the downtown area, are counting their losses. Thefloodwaters have not only damaged property but have also disrupted the local economy. TheTall Oaks Farmers Market, a significant source of income for local farmers, has been canceledfor the foreseeable future.However, amidst the devastation, the spirit of community shines bright. Residents have cometogether to support one another, with many opening their homes to those displaced by the flood.Local organizations and churches have set up relief centers, providing food, clothing, andshelter to those affected. Volunteers from neighboring cities have also poured in, assisting withrescue and recovery efforts.Mayor Lydia Patterson addressed the city, stating, “While we face a challenging road torecovery, the resilience and unity of the Tall Oaks community have never been more evident.Together, we will rebuild and emerge stronger.”The state government has declared Tall Oaks a disaster area, making it eligible for federal aid.Residents are urged to stay updated through local news and to heed any evacuation or safetyadvisories.Fact Sheet: Tall Oaks, PAPopulation: 50,000Median Household Income: $62,000Percentage of Population Below Poverty Line: 20%Racial/Ethnic Composition:White: 49%Black: 36%Hispanic 10%Two or more races: 2%Other race: 3%Race and Hispanic OriginWhite: 34%Black or African American: 32%American Indian and Alaska Native: 1%Asian/Hawaiian/Pacific Islander: 2%Hispanic or Latino: 25%Two or More Races: 6%EducationHigh school graduate or higher, percent of persons age 25 years+: 82.5%Bachelor’s degree or higher, percent of persons age 25 years+: 22.5%HealthWith a disability, under age 65 years: 13.7%Persons without health insurance, under age 65 years: 9.9%Income & PovertyMedian household income: $44,444Per capita income in past 12 months: $24,094Persons in poverty: 28.2%Socioeconomic Status: The city has a diverse socioeconomic makeup, with a significantportion of the population falling into low-income brackets.Vulnerable Populations: Tall Oaks is home to a substantial number of vulnerable populations,including elderly individuals, people with disabilities, and those living in poverty.Infrastructure: The city’s infrastructure includes residential areas, commercial establishments,schools, healthcare facilities, and transportation networks.Impact of the Flood: The flood has caused widespread devastation throughout Tall Oaks. Thetorrential waters have submerged residential areas, leading to the displacement of manyresidents. The floodwaters have also damaged critical infrastructure, including roads, bridges,and utility systems, exacerbating the challenges faced by the city.Response and Recovery Efforts: In the wake of this disaster, local authorities, emergencymanagement agencies, and community organizations have come together to initiate responseand recovery efforts. The primary focus is on ensuring the safety and well-being of the affectedresidents and restoring essential services.1234Bids(57)Dr. Ellen RMPROF_ALISTERProf Double RSheryl HoganDr. Sarah BlakeDoctor.Namirafirstclass tutorDemi_RoseFiona DavaMUSYOKIONES A+Dr CloverMISS HILLARY A+JudithTutorDiscount AssignJahky BProWritingGuruColeen AndersonDr. Everleigh_JKIsabella HarvardBrilliant GeekShow All Bidsother Questions(10)Martketing Researchsee attachmentCharts and Conditional Formatting : )DataBase managementContent ReviewDiscussion boardAssignment for Kim WoodsAssignment 2: Course Project, Part V: Evaluation, FinalWeek 4 Operations Analysis—Process Improvement With Six Sigmacan u ?

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Home>Homework Answsers>Nursing homework helpNPInclude the following sections:Address the discussion questions below by using your self-appraisal proficiency/competency skill ratings identified on the TANIC survey.Application of Course Knowledge: Answer all questions/criteria with explanations and detail.Discuss how your perceived proficiency level in informatics compared to your TANIC Self-Assessment responses.Describe two competencies identified as strengths.Describe two competencies identified as growth opportunities.Describe at least two strategies to enhance your competencies.Identify resources to support your selected strategies.Integration of Evidence: Integrate relevant scholarly sources as defined by program expectations:Cite a scholarly source in the initial post.Cite a scholarly source in one faculty response post.Cite a scholarly source in one peer post.Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.Engagement in Meaningful Dialogue: Engage peers and faculty by asking questions, and offering new insights, applications, perspectives, information, or implications for practice.Peer Response: Respond to at least one peer.Faculty Response: Respond to at least one faculty post.Communicate using respectful, collegial language and terminology appropriate to advanced nursing practice.Professionalism in Communication: Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.Reference Citation: Use current APA format to format citations and references and is free of errors.NR-583WK1.rtfa year ago06.03.202410Report issueBids(59)PROF_ALISTERSheryl HoganProf Double RDr. Sarah Blakefirstclass tutorDoctor.NamiraFiona DavaMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusMARTHA92_PHDDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekWIZARD_KIMAshley ElliePROFESSOR DAISYAmerican TutorShow All Bidsother Questions(10)Social Media assignmentThe opinions of Bartolome de Las Casas were influential in alerting Europeans to the treatment of Native Americans. what were his…Financial Statement Analysis of a Public CompanyAssignmentAssignment 2.1: Bad News Message – Draft VersionSmartwriter OnlyACC_557_COMPLETEACC_548 COMPLETEApplications of Discrete Mathematics and Statistics in ITFor A-Plus Writer

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Home>Homework Answsers>Nursing homework helpPrimary Care of Women NURS 6551Directions* There is not a page requirement for the journals as long as the topics listed are covered. Each week needs its own scholarly reference section and must be sighted within the paper.Week 1 JournalAs a future advanced practice nurse, it is important that you are able to connect your classroom experience to your Practicum Experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week you complete an Assignment such as Journal Entries or SOAP Notes that prompts you to reflect on your Practicum Experiences and relate them to the material presented in the classroom. This week you begin documenting your Practicum Experiences in your Practicum Journal.To prepare for this course’s Practicum Experience, address the following in your Practicum Journal: • Select and explain a nursing theory or feminist perspective to guide your clinical practice. • Develop goals and objectives for the Practicum Experience in this course. When developing your goals and objectives, be sure to keep women’s health guidelines and best practices in mind. • Create a timeline of practicum activities based on your practicum requirements.(Uploaded a power point with requirements listed on a slide about half way through the power point)Week 2 JournalTo prepare for this course’s Practicum Experience, think about common screenings for women. Explain how screenings differ for younger women and older women, and explain the implications of these differences.CourseRequirements.docx8 years ago15.09.201712Report issueAnswer(1)Dr. Rocal4.9(2k+)4.8(114)ChatPurchase the answer to view itNOT RATEDPrimaryCareofWomen.doc8 years agoplagiarism checkPurchase $12Bids(29)Dr. RocalCatherine OwensProf. MassarraPROF. ANNLady Taylor PhDnyanyaMichelle KasyokiEpic Writer PhdProf. ScriptArizona WriterPrincessMary tutorprof weruQuality_findonGoodwriterperfectoHaniff Salimphyllis youngsmartwriterRey writerYhtomitother Questions(10)Prof Turnitin onlyAMNT 280 6.3 – Group Project 2 Internal and External Magneto TimingART PAPER Due TOMORROW 5/11/2016EM Shields-Theory & PracticeA+ WorkFin homework for Prof Mauriceexam 4 hwAssignment 1: Juvenile Treatment DebateMultiple choice

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