Assessment 3 Instructions: Disaster Recovery Plan

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Home>Homework Answsers>Nursing homework helpnursingEthicalAssessment 3 Instructions: Disaster Recovery PlanDevelop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.Professional ContextNurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Analyze health risks and health care needs among distinct populations.Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.Competency 2: Propose health promotion strategies to improve the health of populations.Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.Explain how health and governmental policy affect disaster recovery efforts.Competency 4: Integrate principles of social justice in community health interventions.Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan.Note:Complete the assessments in this course in the order in which they are presented.PreparationWhen disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team.To prepare for the assessment, complete theVila Health: Disaster Recovery Scenariosimulation.In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.Begin thinking about:Community needs.Resources, personnel, budget, and community makeup.People accountable for implementation of the disaster recovery plan.Healthy People 2020 goals.A timeline for the recovery effort.You may also wish to:Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:Mobilize collaborative partners.Assess community needs.Plan to lessen health disparities and improve access to services.Implement a plan to reach Healthy People 2020 objectives.Track community progress.Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.Note:Remember that you can submit all, or a portion of, your draft recovery plan toSmarthinking Tutoringfor feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.Note:If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact[email protected]to request accommodations.InstructionsComplete the following:Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to theVila Health: Disaster Recovery Scenarioto understand the Vila Health community.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.Include a timeline for the recovery effort.Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:Mobilize collaborative partners.Assess community needs.Plan to lessen health disparities and improve access to services.Implement a plan to reach Healthy People 2020 objectives.Track community progress.Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of theVila Health: Disaster Recovery Scenariofor 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 issues.Be sure that your slide deck includes the following slides:Title slide.Recovery plan title.Your name.Date.Course number and title.References (at the end of your presentation).Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The speaker notes should match your recorded voice-over. Make sure to review the Microsoft PowerPoint tutorial for directions for inserting your speaker notes.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 EvidenceCite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.Graded RequirementsThe requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.Consider the interrelationships among these factors.Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.Explain how health and governmental policy impact disaster recovery efforts.Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.Include evidence to support your strategies.Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan.Develop your presentation with a specific purpose and audience in mind.Adhere to scholarly and disciplinary writing standards and APA formatting requirements.Additional RequirementsBefore submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.Portfolio Prompt:Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.BE19AAE7-6832-49D8-BAF0-C71B7250A05C.pngDocument.docx5 years ago13.09.202030Report issueAnswer(2)NurseAliciah4.8(79)4.8(70)ChatPurchase the answer to view itDisasterRecovery.pptxPLEASECHECK.docx5 years agoplagiarism checkPurchase $30NurseAliciah4.8(79)4.8(70)ChatPurchase the answer to view itNOT RATEDPLEASECHECK.docx5 years agoplagiarism checkPurchase $0.1Bids(80)MARTHA92_PHDThe FocusedTopanswersMiss DeannaDr.Marie_MicheleGrace GradesAshliey WriterYourStudyGuruDr. Ellen SmartnicohwilliamHELPER WRITERDr. Michelle_KMProfRubbsMiss_AqsaAmanda SmithNurseAliciahDr. BeneveNightingaleTutor Cyrus KenDr. Alitzel_Joeother Questions(10)4-katetutor42 genral chemistry lab problemsDiscussionsenglish 103 mla style essayart history homeworkVBA project 123- Text me Only If U need this Answer! Text Only!!! I will not Upload the Answer Here! It is a big File!Repond 42I want a c# program to validate datails in a form N/B prof.kenkunta onlyCan you help?

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Vitamins and their importance

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Write a 5 paragraph essay on the topic provides

APA style

3 references

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Practicum Experience Plan (PEP)

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Home>Homework Answsers>Nursing homework helpurgenturgentPLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:1). ZERO (0) PLAGIARISM2). AT LEAST 5 REFERENCES, NO MORE THAN 5 YEARS (WITHIN 5YRS, OR LESS THAN 5YRS)3).  PLEASE SEE THE ATTACHED RUBRIC DETAILS, AND OTHER ATTACHMENTS.4). PLEASE FOLLOW THE APA 7 WRITING STYLE/FORMAT, INTRODUCTION, AND CONCLUTION.Thank You.As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice.For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep psychiatric assessment and diagnostic reasoning in mind.To PrepareReview your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the Practicum help you achieve these aims?Review the information related to developing objectives provided in this week’s Learning Resources.  Your practicum learning objectives that you want to achieve during your Practicum experience must be:SpecificMeasurableAttainableResults-focusedTime-boundReflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)Note: Please make sure your objectives are outlined in your Practicum Experience Plan (PEP).Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.AssignmentRecord the required information in each area of the Practicum Experience Plan template, including three to four (3–4) practicum learning objectives you will use to facilitate your learning during the practicum experience.PRAC6635Week2Assignment2RubricDetails.htmlNRNP6635PracticumExperiencePlan.docxWK1Assgn2AweO.pdf4 years ago10.09.202135Report issueAnswer(1)Brainy Brian4.8(904)5.0(213)ChatPurchase the answer to view itNOT RATEDNRNP6635PracticumExperiencePlan1.docxPracticumExperiencePlan.pdf4 years agoplagiarism checkPurchase $35Bids(144)PROVEN STERLINGDr. Sophie MilesDr. Adeline ZoeProf Double RDoctor.NamiraDr Michelle MayaCreative GeekQuickly answerTutor Cyrus KenNightingaleYoung NyanyagrA+de plusMUSYOKIONES A+Synco_SolutionsWIZARD_KIMQuality AssignmentsBrilliant GeekYourStudyGuruDr shamille ClaraGreat-Writersother Questions(10)Miss Lynn OnlyHRM 530 Assignment 1-Ethical Issues in HRM Strategy1. Which one of the following colors can you use to make a warm room seem cooler?
A. Orange C. Yellow…HIS 105 Week 9 DiscussionGet  Help in Mathematics,Statistics,Algebra,Calculus  and Data  analysis using Excel,SPSS,R and STATCRUNCH, Excel macros and spreadsheet calculators are also AvailableAnalysis of Stockholder’s Equity Apple, Inc*****Already A++ Rated Tutorial*****Use as Guide Paper*****answer the questionValuation of Stockdue 10 hoursMessage expanded.Message unread Processes, tasks and sub-processes?

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407d

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Consider the healthcare workplace and identify two specific sources of conflict. Next, compare two strategies for successful resolution of workplace conflict and/or bullying.

 

Peers Response to question above..

 

Peer 1: Ashley O’Connor posted

 

Two specific sources of conflict are: managing multiple tasks with a short amount of allotted time, and varying demands and expectations from different individuals. Crawford et al. (2019) explain that conflict contributes to negative workplace outcomes in academic, organizational, work unit and personal outcomes and can effect students, new grads, experienced, and academic faculty nurses. Varying viewpoints of how to resolve an issue can often be the source of workplace conflict, as different people have different ways of resolving the same situation. One or both individuals may demand or expect that their approach is utilized over another’s approach, which creates conflict.

Two approaches to mitigate workplace conflict and/or bullying are founded on evidence-based strategies promoted by the American Nurses Association.

It can be from the top down, management to staff. One journal article said that impartial discipline was a correct action to mitigating workplace bullying (Awko, 2018). The discipline would end in diminishing workplace bullying. Of course all events of workplace bullying have to be taken in discretion by the manager to deem whether or not the event was true workplace bullying, but the next step would be to discipline the person perpetrating the workplace incivility/bullying. The article does not describe how the employee would be disciplined, but that hopefully the discipline would lead to a) an end to the disruptive behavior, and b) lead to improvement in the employee’s behavior.

The second strategy would be “going to the source and managing conflict quickly” (Moreland & Aprker, 2015, para 42). When tackling conflict it is important to use respectful communication styles in every situation. Effective communication styles in managing conflict situations include: active listening, offering thoughtful questions, and planning what you intend to say when offering a resolution to the conflict.

References

Akwo, E. (2018). From the top down: How leadership can diminish workplace bullying: JEN JEN. Journal of Emergency Nursing, 44(2), 109. doi:http://dx.doi.org.ezproxy.snhu.edu/10.1016/j.jen.2017.12.009

Crawford, C., Chu, F., Judson, L., Cuenca, E., Jadalla, A., Tze-Polo, L., Garvida, R. (2019). An integrative review of nurse-to-nurse incivility, hostility, and workplace violence: A GPS for nurse leaders. Nursing Administration Quarterly, 43(2), 138. doi:http://dx.doi.org.ezproxy.snhu.edu/10.1097/NAQ.0000000000000338

Moreland, J. & Apker, J. (2015, Nov 15). Conflict and stress in hospital nursing: improving communicative responses to enduring professional challenges. Health Communication. 31(7),(815-823). doi:https://doi-org.ezproxy.snhu.edu/10.1080/10410236.2015.1007548

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Peer 2:

Christine Auclair posted

 

Ethical conflict occurs when opposite opinions regarding morals and values takes place. “As a serious occupational problem and stressor, ethical conflict can significantly affect nurses’ physical and mental health, professional performance, social relationships, organizational commitment, and patient advocacy role and may result in moral distress, job dissatisfaction, job burnout, absence from work, and high turnover rate.” (Saberi, Shahriari & Yazdannik, 2019 p. 2428) An example of this is a nurse and doctor dont seem to see eye to eye on decision making for a patient. An example is someone who may be in critical care and is requiring vasopressors and mechanical ventilation to stay alive, but in reality may have no quality of life. Another example is if a patient is able to make medical decisions, but is deemed incompetent. A few weeks back I had a patient who was not the most cooperative and did not follow doctors orders very well because in her eyes she didn’t want to. The patient was alert and oriented with bouts of confusion, but was mostly just noncompliant. The patient was seen by physical therapy and was encouraged to go to rehabilitation because she had come in with falls and was uncooperative with VNA services. The patient had a psych consult placed and was deemed “incompetent” by the doctor. This brought up a lot of issues with the nurses considering we were the ones taking care of her and although she never made the best decisions, she was still able to make proper decisions for herself. In my eyes, if someone is not willing to follow doctors orders that does not mean that they are incomepentent, but some people will always refuse to do what others want them to do even if it’s not the best option.  In the end, there was a solution where both the physician, patient and family was in agreeance with that let the patient go home safely. Issues with ethical decisions would lead to multiple people getting involved with the situation. An ethics meeting within the hospital is a solution to solve ethical problems.

Another conflict experienced within the nursing field is lack of communication. There has been multiple issues within my work experienced caused by poor communication. The one thing as a nurse I always try to do is make sure that I understand what is being told to me, and make sure that I am explaining myself as thoroughly as possible to someone. Majority of the time what happens is that communication is not passed on to the correct party. An example of this is rounding with the doctors at the hospital. Majority of the time the doctors come so early in the morning that you have barely even seen any of your patients. While rounding doctors can decide if a patient is ready to be discharged home or not, but as the nurse there are so many other things that need to be done before actually making sure this person gets discharged safely. Throughout the day I communicate with my doctor accordingly. Most nurses may feel that it is annoying to doctors, but it seems that majority of the doctors appreciate an input on what is going on with the patient especially if they have not been discharged yet. Strategies to improve communication is to always clarify what you are hearing, saying, and making sure that everyone who is taking care of the patient is on the same page including: the physician, patient, family members, case manager, consulting providers, etc.

Saberi, Z., Shahriari, M., & Yazdannik, A. R. (2019). The relationship between ethical conflict and nurses’ personal and organisational characteristics. Nursing Ethics, 26(7/8), 2427–2437. https://doi-org.ezproxy.snhu.edu/10.1177/0969733018791350

 

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Nursing homework help

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  Similarity no more than 10%

National Nurses United is the group provide

Investigate the group’s key issues;

what is their mission;

what is their legislative agenda;

how is the agenda developed;

how is it communicated to members;

how is their agenda pushed and promoted (i.e., mechanisms used to engage/attract and influence policymakers);

what are the group’s current lobbying efforts; key partner coalitions; do their partnerships influence policies at the local,

state or national level; key obstacles; and spending allocations (consult the Center for Responsible Politics, www.opensecrets.org).

In addition to investigating the interest group’s website and reviewing position statements and testimony, students should consult media reports to obtain more information on the group’s current lobbying efforts.

 

Students should summarize their findings in a 1-2-page, single-spaced memo

i need a summarize their findings in a 1-2-page, single-spaced memo

Attached rubrics and sample memo

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Nursing homework help

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Identify either a safety or quality improvement initiative related to improving population health. How can translational research influence the development of these initiatives? Include a specific example to support your response. 250 words

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Capstone Project Topic Selection and Approval

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In collaboration with your approved course mentor, you will identify a specific evidence-based practice proposal topic for the capstone project. Consider the clinical environment in which you are currently working or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate to your area of interest as well as your practice immersion (practicum) setting. Examples of the integration of community health, leadership, and an EBP can be found on the “Educational and Community-Based Programs” page of the Healthy People 2020 website.

Write a 500-750 word description of your proposed capstone project topic. Make sure to include the following:

  1. The problem, issue, suggestion, initiative, or educational need that will be the focus of the project
  2. The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed.
  3. A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.
  4. Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.
  5. Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.
  6. A proposed solution to the identified project topic

You are required to retrieve and assess a minimum of 8 peer-reviewed articles. Plan your time accordingly to complete this assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

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Nursing homework help

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In Part A, (attached) you described the population and quality initiative related to your PICOT (Population/Problem, Intervention, Comparison, Outcome, and Time to achieve the outcome) statement. In this assignment, you will formalize your PICOT and research process.

Use the GCU Library to perform a search for peer-reviewed research articles. Find five peer-reviewed primary source translational research articles.

In a paper of 1,250-1,500 words, synthesize the research into a literature review. The literature review should provide an overview for the reader that illustrates the research related to your particular PICOT. Include the following:

  1. Introduction: Describe the clinical issue or problem you are addressing.
  2. Methods: Describe the criteria you used in choosing your articles
  3. Synthesize the Literature: Part A: Discuss the main components of each article (subjects, methods, key findings) and provide rationale for how this supports your PICOT; Part B: Compare and contrast the articles: Discuss limitations, controversies, and similarities/differences of the studies.
  4. Areas of Further Study: Analyze the evidence presented in your articles to identify what is known, unknown, and requires further study.

You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

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DNP: Scientific Underpinnings

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Topic: Conceptual-Theoretical-Empirical Structure (CTE) Evaluation

Conceptual models, theories, and empirical indicators are linked and provide a nursing knowledge system to apply the model or theory to nursing practice, research, and education. Advanced-practice nurses are required to understand the linkages as applied to nursing and translate the components into practice.  To continue development of nursing knowledge, advanced practice nurses can create structure to test theory.

General Guidelines: 

Use the following information to ensure successful completion of the assignment:

· Doctoral learners are required to use APA style for their writing assignments.

· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

· You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

Write a 1,000-1,250 word paper examining how the Conceptual – Theoretical – Empirical (CTE) structure translates into nursing practice based on one of the middle range theories that has been formulated or derived from your preferred conceptual model of nursing. Translate and apply the selected theory to nursing practice using actual examples. Evaluate the theory using the CTE steps below:

1. Evaluation of the conceptual-theoretical-empirical linkages.

2. Evaluation of the selected theory.

3. Evaluation of the empirical indicators.

4. Evaluation of research findings.

5. Evaluation of the utility and soundness of the practice theory.

Study Materials

1. Philosophies and Theories for Advanced Nursing Practice: chapter 5.

a. URL: http://gcumedia.com/digital-resources/jones-and-bartlett/2013/philosophies-and-theories-for-advanced-nursing-practice-butts-philosophies-and-theories-for-advanced-nursing-practice_ebook_2e.php

2. Evolution of the Mid-Range Theory of Comfort for Outcomes Research

a. Kolcaba, K. (2001). Evolution of the mid-range theory of comfort for outcomes research. Nursing Outlook, 49(2), 86-92.

b. URL:https://lopes.idm.oclc.org/login?url=http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0029655401435986

3. Comparison between Two Nursing Theories: Rogers and Leddy

a. Rahim, L. (2016). Comparison between two nursing theories: Rogers and Leddy. Journal on Nursing, 6(1), 1-5.

b. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=116359098&site=ehost-live&scope=site

4. Middle-Range Nursing Theories are Necessary for the Advancement of the Discipline

a. Fawcett, J. (2005). Middle-range nursing theories are necessary for the advancement of the discipline. Aquichan, 5(1), 32-43.

b. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=21501730&site=ehost-live&scope=site

5. Review of Research Related to Kristen Swanson’s Middle-Range Theory of Caring

a. Andershed, B., & Olsson, K. (2009). Review of research related to Kristen Swanson’s middle-range theory of caring. Scandinavian Journal of Caring Sciences, 23(3), 598-610.

b. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2010378576&site=ehost-live&scope=site

6. Middle Range Theory: Spinning Research and Practice to Create Knowledge for the New Millennium

a. Liehr, P., & Smith, M.J. (1999). Middle range theory: Spinning research and practice to create knowledge for the new millennium. Advances in Nursing Science, 21(4), 81-91.

b. URL:https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00012272-199906000-00011&LSLINK=80&D=ovft

7. Using Data From Critical Care Nurses to Validate Swanson’s Phenomenological Derived Middle Range Caring Theory

a. Hanson, M. (2004). Using data from critical care nurses to validate Swanson’s phenomenological derived middle range caring theory. Journal of Theory Construction and Testing, 8(1), 21-25.

b. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2004183925&site=ehost-live&scope=site

8. Caring Model: Putting Research into Practice

a. Amendolair, D. (2012). Caring model: Putting research into practice. International Journal for Human Caring, 16(4), 14-21.

b. URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2011906158&site=ehost-live&scope=site

9. Marie-Luise Friedmann. (n.d.). Florida International University [Faculty web page].

a. This website provides information on the Framework of Systemic Organization Treatment Model.

b. URL: http://faculty.fiu.edu/~friedemm/

10. Conceptual Framework for Comfort Theory

a. Conceptual framework for comfort theory. (n.d.). The Comfort Line.

b. This website provides information on comfort theory.

c. URL: http://www.thecomfortline.com/home/intro.html

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Module 02 Humanities Credit by Assessment

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Humanities Test-Out 02 – Visual Art

Competency
Develop a vocabulary for criticizing, evaluating, and describing works of art.

For this assessment task, you are asked to act as an art critic and analyze a series of works. When art critics discuss art, they describe art works in terms of style and medium. Art critics interpret meanings of art and make judgements of a work’s validity to the importance of a piece in the larger context of art history and culture. Art critics also evaluate art in the context of aesthetics.

Please watch the presentation below as a refresher on this deliverable’s content. The presentation will not tell you everything you need to know to pass this test-out, but it should serve as a refresher.

Assessment 2 PPT

 

Competency

Develop a vocabulary for criticizing, evaluating, and describing works of art.

Instructions

For this competency, you will assume the role of a critic. View each piece of work listed below and analyze it as a piece of art, identifying key elements of the work and using terminology common to the discipline. Using a few concise paragraphs for each piece, your analysis should discuss each work as a critic would and include, using the proper vocabulary, what you think the work is about.

Grading Rubric (for each response)

0

1

2

3

4

Category

Not Submitted

No pass

Competence

Proficiency

Mastery

Elements

Not Submitted

Does not identify key elements of the piece of art

Identifies the key elements of that piece of art.

Identifies the key elements of that piece of art and explains them.

Identifies the key elements of that piece of art and explains them, referencing other works of art.

Vocabulary

Not Submitted

Does not use the vocabulary common to that field of art.

Uses the common vocabulary of that field of art.

Uses the common vocabulary of that field of art with explanation.

Uses the common vocabulary of that field of art with a detailed explanation.

Subject/Movement

Not Submitted

Does not offer an explanation as to what the piece is about or the movement the piece represents.

Explains what the piece is about or the movement the piece represents.

Explains what the piece is about or the movement the piece represents in detail.

Explains what the piece is about or the movement the piece represents in detail, referencing other works of art.

Coverage

No pieces discussed.

Pieces discussed, but not enough detail provided.

Pieces discussed, and details provided.

Pieces thoroughly discussed, and insightful details provided.

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