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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Home>Homework Answsers>Nursing homework helpCase Studies 1–3Respiratory disorders such as pneumonia and asthma are among the leading causes of hospitalization in pediatric patients (U.S. Department of Health and Human Services, 2011). With such severe implications associated with many respiratory disorders, advanced practice nurses must be able to quickly identify symptoms, diagnose patients, and recommend appropriate treatment. For this Discussion, consider potential diagnoses and treatments for the patients in the following three case studies.Case Study 1:A 14-month-old female presents with a 4-day history of nasal congestion and congested cough. This morning, the mother noted that her daughter was breathing quickly and “it sounds like she has rice cereal popping in her throat.” Oral intake is decreased. Physical examination reveals the following: respiratory rate is 58, lung sounds are diminished in the bases, she has pronounced intercostal and subcostal retractions, expiratory wheezes are heard in all lung fields, and her tympanic membranes are normal. There is moderate, thick, clear rhinorrhea and postnasal drip. Her capillary refill is less than 3 seconds, and she is alert and smiling. Her RSV rapid antigen test is positive.Case Study 2:Brian is a 14-year-old known asthmatic with a 2-day history of worsening cough and shortness of breath. He reports using a short-acting beta agonist every 3 hours over the previous 24 hours. He has a long-acting inhaled corticosteroid, but the prescription ran out, and he forgot to get it refilled. He says he came today because he woke up at 2 a.m. coughing and couldn’t stop, thus preventing him from going back to sleep. Over-the-counter cough suppressants don’t help. He denies cigarette smoking, but his clothing smells like smoke. His respiratory rate is 18 and he has prolonged expiration and expiratory wheezes in all lung fields. There are no signs of dyspnea. All other exam findings are normal.Case Study 3:A father presents his 9-year-old with a 3-day history of cough. Dad states that his son is coughing up yellow mucus. The boy is afebrile and is sleeping through the night, but the father’s sleep is disturbed listening to his son coughing. Dad says he thinks his son has bronchitis and is requesting treatment. Physical examination reveals the following: respiratory rate is 18, lungs are clear to auscultation, patient is able to take deep breaths without coughing, there is no cervical adenopathy, nasal turbinates are slightly enlarged, and there is moderate clear rhinorrhea.Case Studies 4–6Assessing, diagnosing, and treating pediatric patients for many cardiovascular and genetic disorders can be challenging. As an advanced practice nurse who facilitates care for patients presenting with these types of disorders, you must be familiar with current evidence-based clinical guidelines. Because of the clinical implications, you have to know when to treat patients with these disorders and when to refer them for specialized care. In this Discussion, you examine the following case studies and consider appropriate treatment and management plans.Case Study 4:Miguel is a 15-year-old male who presents for a sports physical. He is a healthy adolescent with no complaints. He plays basketball. He is 6 feet 5 inches tall and weighs 198 pounds. You note long arms and long thin fingers. He has joint laxity in his wrists, shoulders, and elbows.Case Study 5:Trina is a 9-year-old female who weighs 110 pounds. Vital signs are as follows: BP 122/79, P 98, R 20. Her mother reports she is a picky eater and refuses to eat fruits and vegetables. Her physical activity includes soccer practice for 1 hour a week with one game each weekend from September through November. Family history is negative for myocardial infarction, but both parents take medication for dyslipidemia.Case Study 6:You see a 2-month-old for a well-child visit. She is breastfed and nurses every 2 to 3 hours during the day, but her mother reports she is not nursing as vigorously as before. She sleeps one 4-hour block at night. Birth weight was 7 pounds 5 ounces. Weight gain over the last 2 weeks reveals gain of 5 ounces per week. Physical examination reveals the following: HEENT exam is benign, lung sounds are clear, a new III/VI systolic ejection murmur is noted along the left lower sternal border, cap refill is brisk, skin is pink and moist, and abdominal exam is benign.To prepare:Review “Respiratory Disorders,” “Cardiovascular Disorders,” and “Genetic Disorders” in the Burns et al. text.Review and select one of the six provided case studies. Analyze the patient information.Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.Consider strategies for educating patients and families on the treatment and management of the respiratory disorder.By Day 3Postan explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the respiratory, cardiovascular, and/or genetic disorder.asthgdln_1.pdfUSW1_NURS_6541_Week07_Ralston.pdf7 years ago10.04.201820Report issueAnswer(1)Dr. Eric_PhD4.5(102)4.7(21)ChatPurchase the answer to view itCardiovasculardisorders…..edited.docx7 years agoplagiarism checkPurchase $20Bids(30)Ultimate GEEKDr. Claver-NNfun learningMichelle Lewis PhdTeacher hyranksVal TutorsProf. Allwood Sonnerbergbrilliant answersBeaverlyAngelo GrahamsCatherine OwensPaula HogGenuine Geniuskim woodsProf. GhyasProfessor_NellyOriginal GradeMichelle_MichyRey writerYhtomitother Questions(10)net help in Excel(anybody good in computers)WEEK 6Art comparsiLABS5-7 minute persuasive speech2Technology and Organisation behaviours*****Already A++ Rated Tutorial Use as Guide Paper*****w7 auditing question”Strategic Entrepreneurship” W10 BUS499 DIS 1dr rocal 4150 top 3

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