One of the articles must be from a popular periodical or media source, preferably something you may have at home (such as Macleans, Time, Reader’s Digest, or your local newspaper – either print based or online version) or CBC, CTV, or CNN online articles.

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Description

Assignment Expectations

  • Find three articles on the same issue/topic.
    • One of the articles must be from a popular periodical or media source, preferably something you may have at home (such as Macleans, Time, Reader’s Digest, or your local newspaper – either print based or online version) or CBC, CTV, or CNN online articles.
    • Your second article must be from a scholarly periodical either print version [e.g. The Canadian Nurse] or retrieved from a database [e.g. AU Library, CINAHL, Medline, etc.].
    • The third article must be from a Web site that is not merely a Web version of a print source. The articles should represent a range of views; in other words, these articles should not all agree.
  • The introduction includes a thesis that prepares your reader for the general topic the articles address, the issues they raise, and the position you will be taking.
  • Summarize each article separately by stating in your own words the important information presented in each article and any arguments the authors make.
    • Do not paraphrase the whole article; present the main points briefly—each summary should be one paragraph long, two at the most.
    • When summarizing, it is not appropriate to dwell on extended examples (such as personal case histories or stories); you do not need to summarize complex statistical parts of a study.
    • You should focus on the main ideas and issues discussed. You could briefly refer to any specific personal stories or statistical sections of the piece (using one or two sentences).
  • Respond to the three articles by:
    • comparing the authors’ credibility, documentation, and support for claims;
    • evaluating any disagreements or agreements between the authors; and
    • articulating your own position on their ideas or issues. This means more than just stating your opinion; you must also explain it.
  • Describe how your personal and professional values influence your views on this issue.
  • Document your sources using correct APA style. This paper adheres to a 6 page limit excluding reference and title pages.

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The purpose of this assignment is to provide you with the opportunity to demonstrate having met the course learning outcomes through the creation of your personal concept map of community health promotion, while examining and articulating how you apply a

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Description

Assignment 1: Concept Map: Community Health Promotion – Application to Your Practice | Value 30%

Due Date: Negotiable, however, it is recommended that you complete Section I: Units 1-4 and Section II: Unit 5 prior to your first submission and both Sections I and II: Units 1-7 including all other assignments prior to your final submission.

Purpose

The purpose of this assignment is to provide you with the opportunity to demonstrate having met the course learning outcomes through the creation of your personal concept map of community health promotion, while examining and articulating how you apply a variety of those concepts in your current nursing practice setting. This will be a progressive assignment that you begin to work on during week one of the course. You may find it helpful to email your instructor early on to share the community as client focus you have chosen with a brief description of why. You will submit your work twice: once following completion of Section 1 and then again as your final assignment, to demonstrate evidence of your overall learning.

Assignment Guidelines

Concept maps are visual tools used to support learners in demonstrating relationships, connections and processes between concepts and ideas about a central subject (Harrison & Gibbons, 2013). You as a learner will have the opportunity to draw from existing knowledge, identify knowledge gaps and make learning meaningful to you through concept mapping (Fitzgerald, n.d.). Often in nursing concept maps the central node is the client and the arcs link to outlying nodes about the client. In this assignment the central node must be the community as the client.  First you will develop a comprehensive community health promotion concept map and then select 4 community health concepts that stand out in relation to your community client for in depth discussion in a scholarly paper.

Community health nursing is not limited to any one place or unit instead it can be found practiced anywhere and with anyone if the practitioner so chooses. The following resources are not meant as an exhaustive list but instead provide some opportunity to explore trends and issues that you may find to be both intriguing and relevant to your current nursing practice. Consider these topics as examples of how a nurse might identify a community of interest. Careful choice of your group is important as all course assignments can potentially be developed around this population or group.

Alzheimers Society of Canada:
http://www.alzheimer.ca/en/?gclid=CI3LmaPvn9MCFY61wAod2uQGew

Fentanyl Crisis
https://www.canadian-nurse.com/en/articles/issues/2017/january-february-2017/the-fentanyl-crisis

Food Insecurity
https://www.dietitians.ca/Downloads/Public/Food-Insecurity_one-pager_Eng.aspx

Public Health Agency of Canada
http://www.phac-aspc.gc.ca/index-eng.php

Reconciliation Canada
http://reconciliationcanada.ca/

Concept maps are common in nursing practice, the following concept map is an example of an individual client in acute care, note how the client is central with the arcs identifying relationships to a variety of nodes specific to this clients health.

Acute Care Concept Map Sample

You can also find a variety of concept maps by searching the internet. You may choose to use any form. Remember that whatever you choose it must be electronically developed and contain clearly developed nodes and arcs.  Consider that you will want to add to your map as you are introduced to the many aspects of community health promotion.

If you are not familiar with developing a concept map you may find the following resources helpful:

Athabasca University Tool Cupboard, Concept Mapping located at http://tools.elab.athabascau.ca/tutorials/concept-mapping

Novak, J.D. (2008). Concept maps: What the heck is this? Located at https://msu.edu/~luckie/ctools/ 

Or you may want to search your own resources by entering into your browser search terms such as, concept mapping public health, concept mapping community nursing, concept mapping nursing education. If you are a visual learner be certain to select Videos.

If you are interested in reading further the full references are:

Fitzgerald, P. Concept Mapping: A GPS for Patient Care in Various Health Care Environments. Retrieved from http://nursing.advanceweb.com/SharedResources/Downloads/2013/022513/ConceptMapping.pdf

Harrison, S., & Gibbons, C. (2013). Nursing Student Perceptions of Concept Maps: From Theory to Practice. Nursing Education Perspectives (National League For Nursing), 34(6), 395-399. doi:10.5480/10-465

Novak, J. D. & A. J. Cañas.  (2008). The Theory Underlying Concept Maps and How to Construct Them. Technical Report IHMC CmapTools. Florida Institute for Human and Machine Cognition. Retrieved from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptM….

Marking Criteria

Concept Map (15/30)

  • Multiple nodes of community health concepts are included.
  • Distinct, concise, descriptive terms of linking relationships/arcs are evident.
  • Progression from first submission to second submission demonstrates a greater depth of understanding of community health promotion. 
  • Contained in a single page

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To receive credit for Nursing 434: Community Health Promotion students must complete all of the required assignments and achieve an overall composite grade of 64% (C). All papers submitted must follow APA Publication Manual, 6th. edition (2010).

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Description

Assignments

To receive credit for Nursing 434: Community Health Promotion students must complete all of the required assignments and achieve an overall composite grade of 64% (C). All papers submitted must follow APA Publication Manual, 6th. edition (2010).

*Refer to the course Schedule http://cnhs.lms.athabascau.ca/mod/url/view.php?id=151069 for a systematic approach to completing study guide units and assignments.

The assignments and weighting of the composite grade are as follows:

Assignments Weighting

Assignment 1: Concept Map: Community Health Promotion – Application to Your Practice

30%

Assignment 2: Application of Epidemiology in Community Health Nursing

20%

Assignment 3: Community Assessment and Diagnoses

25%

Assignment 4: Development of a Community Health Promotion Program

25%
Total 100%

Optional Project: Finding a Study Buddy (5%)

Due Date: Negotiable, however, it is recommended that if you wish to find a Study Buddy you do so early in your course contract.

Purpose:

The purpose of this optional project is to provide you with an opportunity to work online with another individual or individuals currently in the course, to share knowledge, resources, and skills, motivate each other, discuss learning activities and assignments and assist each other in meeting individual learning goals and outcomes. To receive this additional 5% you will be required to create a forum post seeking a study buddy and write a brief summary of your experience in finding and working with a study buddy at the completion of the course.

Optional Project Guidelines

The study buddy approach has been found to improve learning through social interaction, motivate study and promote a deeper approach to critical inquiry and reasoning in relation to concepts. (Madland & Richards, 2016)

If you decide to participate in this optional project you may find it helpful to include information such as an honest evaluation as to your knowledge of community health promotion, preferred language, preferred time i.e., morning, afternoon, evening, night including time zone to study and discuss, and your learning goals for completing the course in your study buddy request forum post.

Yes, you can have more than one study buddy, however if you are creating a study buddy group be careful not to let the group become too large, recommended is not more than 5 people in order to be able to set study schedules and times when you will communicate.  Remember a study buddy relationship is a professional partnership, entered to share workload, meet deadlines, and engage in constructive discussion to enhance learning.

If a study buddy within the classroom is not feasible, you may choose a person outside of the classroom to collaborate with in development of knowledge, resources and skills specific to individual learning goals and outcomes.

Marking Criteria

You will receive an additional 5% toward your overall Assignment 1 grade, if you complete the following:

  1. post your request for a Study Buddy to the Finding a NURS434 Study Buddy forum (If you are not able to connect with a Study Buddy within the course you may reach outside the course to find a Study Buddy, if your Study Buddy is not a classmate please work to maintain course confidentiality in your discussions with your Study Buddy) and;
  2. submit a copy of the request with a brief 1 to 2 page summary that discusses, I found working with a study buddy to be helpful why or why not and if I could do this again I would make the following changes why or why not?
    NOTE: Submit to the Assignment 1: Dropbox at the same time you submit all the final requirements of the Assignment 1 Concept Map: Community Health Promotion – Application to Your Practice

If you are interested in reading further the full reference is:

Madland, C., & Richards, G. (2016). Enhancing student-student online interaction: Exploring the study buddy peer review activity. International review of research in open and distributed learning 17(3), 157-175. Retrieved from https://eric.ed.gov/?id=EJ1102718

Required Assignments

Assignment 1: Concept Map: Community Health Promotion – Application to Your Practice | Value 30%

Due Date: Negotiable, however, it is recommended that you complete Section I: Units 1-4 and Section II: Unit 5 prior to your first submission and both Sections I and II: Units 1-7 including all other assignments prior to your final submission.

Purpose

The purpose of this assignment is to provide you with the opportunity to demonstrate having met the course learning outcomes through the creation of your personal concept map of community health promotion, while examining and articulating how you apply a variety of those concepts in your current nursing practice setting. This will be a progressive assignment that you begin to work on during week one of the course. You may find it helpful to email your instructor early on to share the community as client focus you have chosen with a brief description of why. You will submit your work twice: once following completion of Section 1 and then again as your final assignment, to demonstrate evidence of your overall learning.

Assignment Guidelines

Concept maps are visual tools used to support learners in demonstrating relationships, connections and processes between concepts and ideas about a central subject (Harrison & Gibbons, 2013). You as a learner will have the opportunity to draw from existing knowledge, identify knowledge gaps and make learning meaningful to you through concept mapping (Fitzgerald, n.d.). Often in nursing concept maps the central node is the client and the arcs link to outlying nodes about the client. In this assignment the central node must be the community as the client.  First you will develop a comprehensive community health promotion concept map and then select 4 community health concepts that stand out in relation to your community client for in depth discussion in a scholarly paper.

Community health nursing is not limited to any one place or unit instead it can be found practiced anywhere and with anyone if the practitioner so chooses. The following resources are not meant as an exhaustive list but instead provide some opportunity to explore trends and issues that you may find to be both intriguing and relevant to your current nursing practice. Consider these topics as examples of how a nurse might identify a community of interest. Careful choice of your group is important as all course assignments can potentially be developed around this population or group.

Alzheimers Society of Canada:
http://www.alzheimer.ca/en/?gclid=CI3LmaPvn9MCFY61wAod2uQGew

Fentanyl Crisis
https://www.canadian-nurse.com/en/articles/issues/2017/january-february-2017/the-fentanyl-crisis

Food Insecurity
https://www.dietitians.ca/Downloads/Public/Food-Insecurity_one-pager_Eng.aspx

Public Health Agency of Canada
http://www.phac-aspc.gc.ca/index-eng.php

Reconciliation Canada
http://reconciliationcanada.ca/

Concept maps are common in nursing practice, the following concept map is an example of an individual client in acute care, note how the client is central with the arcs identifying relationships to a variety of nodes specific to this clients health.

Acute Care Concept Map Sample

You can also find a variety of concept maps by searching the internet. You may choose to use any form. Remember that whatever you choose it must be electronically developed and contain clearly developed nodes and arcs.  Consider that you will want to add to your map as you are introduced to the many aspects of community health promotion.

If you are not familiar with developing a concept map you may find the following resources helpful:

Athabasca University Tool Cupboard, Concept Mapping located at http://tools.elab.athabascau.ca/tutorials/concept-mapping

Novak, J.D. (2008). Concept maps: What the heck is this? Located at https://msu.edu/~luckie/ctools/ 

Or you may want to search your own resources by entering into your browser search terms such as, concept mapping public health, concept mapping community nursing, concept mapping nursing education. If you are a visual learner be certain to select Videos.

If you are interested in reading further the full references are:

Fitzgerald, P. Concept Mapping: A GPS for Patient Care in Various Health Care Environments. Retrieved from http://nursing.advanceweb.com/SharedResources/Downloads/2013/022513/ConceptMapping.pdf

Harrison, S., & Gibbons, C. (2013). Nursing Student Perceptions of Concept Maps: From Theory to Practice. Nursing Education Perspectives (National League For Nursing), 34(6), 395-399. doi:10.5480/10-465

Novak, J. D. & A. J. Cañas.  (2008). The Theory Underlying Concept Maps and How to Construct Them. Technical Report IHMC CmapTools. Florida Institute for Human and Machine Cognition. Retrieved from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptM….

Marking Criteria

Concept Map (15/30)

  • Multiple nodes of community health concepts are included.
  • Distinct, concise, descriptive terms of linking relationships/arcs are evident.
  • Progression from first submission to second submission demonstrates a greater depth of understanding of community health promotion. 
  • Contained in a single page

Scholarly Paper (15/30)

  • Setting and chosen community are clearly articulated.
  • A minimum of 4 community health concepts/outlying nodes are selected for in depth discussion. This discussion should include, but is not limited to answering the question how is each concept demonstrated/applied/analyzed in relation to the issue or trend that you have chosen in your community?
  • Role of the nurse and evidenced based nursing practice are clearly articulated in relation to each of the 4 community health concepts
  • Ability to analyze, evaluate, create, and engage in critical inquiry is evident throughout.
  • Adheres to APA (6th. ed.) scholarly format – limit of 6 pages (excluding title and reference pages)

Assignment 1a: First Submission, Concept Map only via the Assignment 1a Dropbox. Your tutor will provide formative feedback (a pass/fail mark will be given with this submission)
 
Assignment 1b: Second Submission, Concept Map & Scholarly paper via the Assignment 1b Dropbox.

Note: If you chose to complete the optional project Finding a Study Buddy be sure to submit your work at the same time you submit your second submission to the Assignment 1b Dropbox.

Assignment 2: Application of Epidemiology in Community Health Nursing | Value 20%

Due Date: Negotiable, however, it is recommended that you work through Section I: Units 1-3 prior to completing work on this assignment.

Purpose

The purpose of this assignment is to provide you with an opportunity to demonstrate utilization of epidemiology research related to the health of the community, while facilitating your partial achievement of the following course learning outcomes:

  • apply principles of primary health care, strategies of health promotion, and epidemiology concepts in working with individuals, families, groups, communities, populations, and systems;
  • develop research questions that remain unanswered both in your personal learning and in the profession of community health nursing; and
  • apply community health knowledge and theory to your own nursing practice consistent with the Practice Standards for Regulated Members (College & Association of Registered Nurses of Alberta, 2013) and the Canadian Community Health Nursing Professional Practice Model & Standards of Practice (Community Health Nurses of Canada, 2011).

Assignment Guidelines

Determine a specific population that you would like to have more information about (ideally this will be the same population chosen for assignment 1 and the one you anticipate to use for assignment 3 and 4). Then, utilizing the Athabasca University Library Databases conduct a search of the epidemiology literature and select one research study related to your specific population for critique. Your work will achieve the maximum value/grade if it is succinct and insightful and clearly shows how you have applied the theory learned to a practical situation.

When submitting in the assignment dropbox include a copy of the article in PDF along with your completed assignment.

Your critique should include, but is not limited to the following:

  • What type of study design is it? Provide rationale.
  • Are the findings reported consistent with information/knowledge that you have? Do the reported relationships make sense?
  • If reported, how strong is the observed association?
  • Would you incorporate the findings of this study into your community health nursing practice (i.e., the health promotion program that you are planning) or recommend this study to others? Provide rationale.
  • What further research question(s) would you develop in relation to this study and/or your observations?

Marking Criteria

  • Each element of the assignment guidelines is addressed.
  • Ability to analyze, evaluate, create, and engage in critical inquiry is evident throughout.
  • Adheres to APA (6th ed.) scholarly format – limit of 5 pages (excluding title, reference, and appendix pages).

Submit your completed assignment and PDF copy research article to your tutor via the Assignment 2 Dropbox on the course home page.

Assignment 3: Community Assessment and Diagnosis | Value 25%

Due Date: Negotiable, however, it is recommended that you work through Section I, Units 1-4, and Section II, Unit 5 and Unit 6 prior to completing work on this assignment.

Purpose

The purpose of this assignment is to provide you with an opportunity to conduct a partial community assessment and to diagnose areas of need for health promotion related to an identified population, while facilitating your partial achievement of the course learning outcomes.

Assignment Guidelines

  • Clearly identify and provide rationale for the selected population/group you have chosen  (include demographic and epidemiologic data, as appropriate) for the partial community assessment.
  • Discuss assessment methods used or assessment methods to be used as follows:
    • If using the Population Health Promotion Model, provide the rationale for your choice, select 3 determinants of health, and complete an assessment in relation to the group.
      OR
    • If using the Canadian Community-as-Partner Model, provide the rationale for your choice, select 3 segments from the community assessment wheel, and complete an assessment in relation to the group.
  • Present and complete an analysis of the assessment data of the group using the chosen community assessment model in narrative form, point form, or as appendices. Ensure concise analysis of the assessment data and clearly identify gaps in the data.
  • Identify and provide rationale for the community diagnosis (define if it is a wellness or deficit diagnosis) supported by the analysis of the assessment data for the group.

Marking Criteria

  • Each element of the assignment guidelines is addressed.
  • Ability to analyze, evaluate, create, and engage in critical inquiry is evident throughout.
  • Adheres to APA (6th ed.) scholarly format – limit of 8 pages (excluding title, reference, and appendix pages).

Submit your completed assignment to your tutor via the Assignment 3 Dropbox on the course home page.

Assignment 4: Development of a Community Health Promotion Program | Value 25%

Due Date: Negotiable, however, it is recommended that you work through both Sections I and II, prior to completing work on this assignment.

Purpose

The purpose of this assignment is to provide you with an opportunity to develop a health promotion program and relate strategies of community planning, implementation and evaluation to the community diagnosis identified in Assignment 3, while facilitating your partial achievement of the course learning outcomes. Please note you are not expected to carry out the health promotion program that you develop.

Assignment Guidelines

  • Develop an outline for a health promotion program to meet the identified community diagnosis (include goals and objectives). Provide the rationale for the identified need, goals, and objectives for the program.
    Hint: Consider using a program logic model format (as an appendix) to present the data.  
  • Incorporate health promotion approaches (Table 18.1, p.262 in Vollmann et al., 2017) using one of the following options:
    • Compare and contrast the strengths and limitations of two health promotion approaches to influence change and promote health within a community, which need to be considered in the assessing, planning, implementation, and evaluation phases of a health promotion program.

      •                             Or

    • Option two: Consider how two health promotion approaches can be incorporated into influencing changes, and promoting health within a community. Discuss the strengths and limitations of these approaches in the assessment, planning, implementation and evaluation phase of a health promotion program.
  • Critically analyze the role of the community health nurse in relation to the two identified approaches and in relation to the planned health promotion program.

Marking Criteria

  • Each element of the assignment guidelines is addressed.
  • Ability to analyze, evaluate, create, and engage in critical inquiry is evident throughout.
  • Adheres to APA (6th ed.) scholarly format – limit of 8 pages (excluding title, reference, and appendix pages).

Submit your completed assignment to your tutor via the Assignment 4 Dropbox on the course home page.

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Discuss the significance of Recovery principles in the provision of care for individuals with mental health problems”

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Description

Assessment 2: Written Assignment (1500-2000 words)

For
assessment 2, you are required to write an essay of 1500 words (maximum 2000)
on the following topic:

“Discuss the significance of Recovery principles
in the provision of care for individuals with mental health problems”.

The assignment is for you to demonstrate your understanding of the
historical background of mental health problems and their impacts on challenges
faced by individuals in society during their recovery.

 

The primary focus is then for you to demonstrate knowledge and
understanding of the ‘Recovery’ approach and its application in mental health
care.

Submission
deadline: 12 noon on 5 January 2020

Rubric
for Assessment 2: Written Assignment

Assessment Rubric

CNA256 Mental Health                                                                                
Assessment Task 2: Essay                                            
                               
Overall weighting: 35%

CRITERIA

High Distinction (HD)

Distinction (DN)

Credit (CR)

Pass (P)

Fail (NN)

 

Criterion 1:

Discussion of key aspects of the Recovery approach for mental
health care 

 

Weighting: 40%

 

Demonstrated exceptional knowledge and understanding of the
Recovery approach, with inclusion of critical analysis.

 

 

Demonstrated very good knowledge and understanding of the
Recovery approach, with inclusion of clear examples discussed meaningfully.

 

Demonstrated good knowledge and understanding of the Recovery
approach.

 

 

 

Demonstrated fair knowledge and understanding of the Recovery
approach.

 

 

 

Did not demonstrate knowledge and
understanding of the Recovery approach. 

 

No evidence of clear
descriptions.

 

Criterion 2:

Discussion of issues relating to
mental health recovery

 

Weighting: 40%

 

Presented a comprehensive
discussion of key points with critical analysis of substance in succinct and
cogent manner.

 

Integrated a variety of credible
literature to support discussions and substantiate key points and ideas in
promoting meaningful mental health recovery.

 

Incorporated some relevant
evidence-based sources to support discussions in relation to its application
in mental health care.

 

Evidence of basic descriptions of issues in relation to the
application of the Recovery approach in promoting mental health
recovery. 

 

 

 

Very minimal or no references to
appropriate literature to support discussions of relevance, and/or failed to
use credible academic sources.

 

Criterion 3:

Overall presentation of academic writing and referencing

 

Weighting: 20%

 

Essay is presented in excellent
consistent academic style, with key points cogently integrated for fluency –
virtually free from spelling and grammatical errors.

 

Excellent integration of
pertinent referencing throughout.

 

Essay is presented with clear logical structure that helps
contain the substance of discussions coherently along with accuracy of
referencing.

 

Essay is written in a structured
manner for easy readability of key points. 

 

Minimal spelling and grammatical
errors, and good referencing application.

 

There is evidence of provision of
some structure aimed at presenting points that can be understood. Fair number
of spelling and grammatical errors detracting from readability.

 

Errors noted in the application
of referencing style.

 

 

Essay is incoherent – with no
clear structure to provide meaning. Failed to present information in an
academic style with numerous spelling, grammatical and/or terminology errors.

 

Incorrect referencing style or
made numerous referencing errors.

 

 

 

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Discuss the significance of Recovery principles in the provision of care for individuals with mental health problems

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Description

“Discuss the significance of Recovery principles in the provision of care for individuals with mental health problems”.

The assignment is for you to demonstrate your understanding of the historical background of mental health problems and their impacts on challenges faced by individuals in society during their recovery.

1) The assignment is 1500-2000words assignment

 

2) The assignment needs to be done according to the rubric

3) As it is academic writing, Its needs to be in a paragraph

4) For reference, Its a Harvard Australia which should be latest with no less than 10 years. There should be at least 15 academic references 

Thank you

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This assessment task requires you to utilise the clinical reasoning cycle to develop and reflect upon a care plan in response to a patient scenario.

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Description

Assessment Task 2: Simulated Clinical
Activity: Self Evaluation

The learning in this assessment has two parts.

This
assessment task requires you to utilise the clinical reasoning cycle to develop
and reflect upon a care plan in response to a patient scenario.

A care
plan template has been created to guide your critical thinking in detail. You
must submit your assessment using this template.

The
following provides an overview of the process of completing this assessment
task using the clinical reasoning framework as a guide and is intended to
compliment the care plan template provided.

Part 1. Develop a Care Plan (equivalent to 650
words)



Consider
the patient situation

  • Select ONE
    patient scenario and download the relevant care plan template

Collect
cues

  • Review
    current information to identify cues from the scenario
  • Recall
    and apply relevant knowledge.

Process
information

  • Interpret
    the cues to identify what is considered normal/abnormal data.
  • Relate
    and infer the data to demonstrate your overall understanding of the
    scenario (refer to Levett-Jones, 2018, p 7).
  • Predict
    the likely outcome if no action was to be taken.

Identify
the problem/s

  • Identify ONE
    (1) priority nursing problem (which best relates to the patient
    scenario chosen) that you would address as the Registered Nurse caring for
    the patient.

Establish
goals and take action

  • Based
    on the nursing problem identified, establish your key goal and populate
    the table provided in the care plan template.
  • Within
    this table, you will need to provide FOUR (4) related
    actions (interventions) you will implement to address the goal. Your
    actions must include ONE(1) of the skills identified in
    the skill video resources for this unit.  Please be mindful that some
    skill videos are more aligned to some scenarios than others. The quality
    of your capacity to apply clinical reasoning to the scenario provided will
    help inform you of the skill video most likely to align with your nursing
    problem.
  • Provide
    a brief rationale for each action identified that draws on relevant
    unpinning physiology/pathophysiology.
  • Identify
    evidence-based evaluations that will assess the attainment of the goal set

These
are the video skills; 

  1. Oxygen therapy
  2. ECG
  3. Venipuncture
  4. Pulse oximetry

NOTE

*Dot
points are appropriate in this section if required, but still need to be
supported by academic literature.

Part 2. Evidenced-based skill assessment and
reflection  (350 words) 

Based
on your choice of action justified through your clinical reasoning approach,
analyse and critically reflect on the relevant skill video. Assume within the
scenario that you have delegated the responsibility of undertaking that skill
to another registered nurse who has performed it as per the video. You are
‘observing’ that registered nurse from a distance. Align their performance
using Tollefson (2019) skills checklist.

These
are the skill checklists (Tollefson 2019) for each task mapped to the NMBA
Registered Nurse standards for practice.

  • oxygen therapy Tollefson.pdf
  • 12 Lead ECG skill Tollefson.pdf
  • Venipuncture skill Tollefson.pdf
  • pulse oximetry skill Tollefson.pdf

a. Evidenced-based skill assessment 

Based
on your analysis of the video, identify one (1) strength
and one (1) weakness in the performance and capacity of a
registered nurse to carry out the delegated skill and provide a justification
as to why you have identified that strength and weakness. Then discuss
this in relation to the RN standards for practice. 

b.
Reflect on the process and new learning

Based
on the weakness you have identified from the skills video, assume that the
registered nurse who has carried out the skill has asked you for feedback on
their performance. Discuss what two (2) actions you will take
to address their performance in the promotion of positive health outcomes.

Then,
consider your overall experience in analysing this case using the clinical
reasoning cycle, how has this reinforced your professional responsibility as a
beginning level practitioner and informed your future learning?

Case Scenarios 

Case scenarios: Assessment scenarios (all three scenarios in the one file)
 This .pdf file will open in a new window.

Care Plan Templates: Select a care plan
template which is relevant to the case scenario you have chosen.  Your
assessment must be submitted using this template. 

  1. Carol Jones 
  2. Kobi Monterey
  3. Reginald Simons

Video skill performance: These are the video skills. Select the
video skill you have identified in the nursing care plan.  

  1. Oxygen therapy
  2. ECG
  3. Venipuncture
  4. Pulse oximetry


Your assignment submission will be assessed against the criteria
in the marking rubric.

 

There
should be at least 10 references using Harvard Australia

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Some of the big differences between the Affordable Care Act, the House’s American Health Care Act and the Senate’s Better Care Reconciliation Act are: Medicaid

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PPACA PAPER-ASSIGNMNET

For my assignment please make sure to add citation
to the pages, Please prepare the assignment according to the APA format .

1) Use your critical thinking skills to write
a paper of 1,000–1,200 words that responds to the question, “Is the PPACA
legislation an improvement or a liability to our health care delivery
system?” Use examples to illustrate your points and include pros and cons
of the changes.

2) Refer to the assigned readings to incorporate
specific examples and details into your paper.

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

4) This assignment uses a grading rubric.
Instructors will be using the rubric to grade the assignment; therefore,
students should review the rubric prior to beginning the assignment to become
familiar with the assignment criteria and expectations for successful
completion of the assignment.

Readings

1.Affordable Care Act: Working with States to Protect
Consumers

Retrieved from

https://www.cms.gov/CCIIO/Resources/Files/working_with_states_to_protect_consumers_06222011

2.Read “About the Affordable Care Act” located on the U.S.
Department of Health and Human Services website.

URL:

 

https://www.hhs.gov/healthcare/about-the-aca/index.html

3.Read “Affordable Care Act” located on the Centers for Medicare
and Medicaid Services website.

URL:

 

https://www.medicaid.gov/affordable-care-act/index.html

 

4. Obamacare
vs. AHCA and BCRA 

Some of the big differences between
the Affordable Care Act, the House’s American Health Care Act and the Senate’s
Better Care Reconciliation Act are:

Medicaid

Medicaid expansion

ACA: Enhanced federal match for
expansion population is 95% this year, 94% next year, 93% in 2019 and 90% in
2020 and beyond

AHCA: Match would remain as described
in ACA until 2020, with the enhanced match until beneficiaries cycle out of the
program.

BCRA: 90% match in 2020; 85% in
2021; 80% in 2022; 75% in 2023. No grandfathering. After 2023, federal
contribution is based on general state match percentage.

Medicaid financing

Current law: States design plans,
provider payment levels and eligibility. Federal match rate varies depending on
the wealth of the state, ranging from 50% to 73%.

AHCA: In 2020, a per capita cap that
could grow by either the medical component of the Consumer Price Index or
medical CPI plus 1 percentage point. The aged and disabled adults would be
under the more generous per capita cap. Each state’s base figure would be based
on historic per enrollee spending.

BCRA: Per capita cap takes effect in
2020, excludes children who are on disability. In 2025, the cap would grow at
standard inflation, a much lower rate than medical CPI. States could set the
base rate.

Individual market

Cost-sharing-reductions:

Current law: Continue to be paid to
insurers.

AHCA: Paid in 2019 and 2020 only.

BCRA: Same as the AHCA.

Subsidies

Current law: Available to persons or
families between 138% and 400% of federal poverty level, as long as they don’t
have access to affordable plans through work. Are based on age, income and
local cost of insurance.

AHCA: Available for everyone except
those insured through work. Age-based only and more generous than current law
to younger customers.

BCRA: Available to those below 350%
of poverty. Based on age, income and local cost of insurance. Those age 50 and
older, starting at 200% of poverty, receive lower subsidies than under the ACA;
60- to 64-year-olds could have to spend as much as 16% of their income on
premiums before subsidies, compared to 9.7% in the ACA.

Essential health benefits, medical
underwriting, pre-existing conditions

Current law: 10 essential health
benefits, such as prescription drugs, maternity care and mental health care are
mandated. Plans must sell to everyone and cannot charge sick people more.

AHCA: States may apply for waivers
to drop essential benefits or the rules on charging sick people more, but those
changes only apply to those who did not maintain continuous coverage.

BCRA: States may apply for waivers,
but not for rejecting sick applicants or charging them more.

Individual and employer mandates

Current law: Everyone must have
insurance or face a tax penalty. Companies with at least 50 employers are
required to offer insurance.

AHCA: Those who don’t buy insurance
can be charged 30% more per month for one year when they try to come back in.
No employer mandate.

BCRA: No mandates.

Taxes

Current law: Taxes on insurers,
hospitals, medical-device manufacturers, rich employer-based plans and
investment income, among others, help pay for the expansion. Some of those
taxes, especially the Cadillac tax on rich employer plans, were so unpopular
they were never implemented. The investment income tax is the biggest funder.

AHCA: The taxes are repealed, though
not all immediately.

BCRA: The taxes are repealed, some
retroactively, such as the investment tax, and some in 2018 and 2023. The
Cadillac tax is temporarily repealed, but returns in 2026.

~~~~~~~~

By Mara Lee

https://ssl.gstatic.com/ui/v1/icons/mail/images/cleardot.gif

 

 

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Angerer, P., Schmook, R., Elfantel, I. and Li, J. 2017. Night work and the risk of depression: A systematic review. Deutsches Ärzteblatt International, 114(24), p.404.

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Description


Citations for the review:

Angerer, P.,
Schmook, R., Elfantel, I. and Li, J. 2017. Night work and the risk of
depression: A systematic review. Deutsches Ärzteblatt International, 114(24), p.404.

Belcher, R., Gumenyuk, V. and Roth, T. 2015. Insomnia in shift work disorder relates to occupational and
neurophysiological impairment. Journal of Clinical Sleep Medicine, 11(04),
pp.457-465.

Berthelsen, M.,
Pallesen, S., Magerøy, N., Tyssen, R., Bjorvatn, B., Moen, B.E. and Knardahl,
S. 2015. Effects of psychological and social factors in shiftwork on symptoms
of anxiety and depression in nurses: A 1-year follow-up. Journal of
Occupational and Environmental Medicine, 57(10), pp.1127-1137.

Cheng, P. and
Drake, C.L. 2018. Psychological impact of shift work. Current Sleep
Medicine Reports, 4(2), pp.104-109.

Cheng, W.J. and
Cheng, Y. 2017. Night shift and rotating shift in association with sleep
problems, burnout and minor mental disorder in male and female employees. Occupational
Environmental Medicine, 74(7), pp.483-488.

Eldevik, M.F.,
Flo, E., Moen, B.E., Pallesen, S. and Bjorvatn, B. 2013. Insomnia, excessive
sleepiness, excessive fatigue, anxiety, depression and shift work disorder in
nurses having less than 11 hours in-between shifts. PloS One, 8(8),
p.e70882.

Ferri, P., Guadi,
M., Marcheselli, L., Balduzzi, S., Magnani, D. and Di Lorenzo, R. 2016. The
impact of shift work on the psychological and physical health of nurses in a
general hospital: A comparison between rotating night shifts and day
shifts. Risk Management and Healthcare Policy, 9,
p.203.

Gómez-García, T.,
Ruzafa-Martínez, M., Fuentelsaz-Gallego, C., Madrid, J.A., Rol, M.A.,
Martínez-Madrid, M.J. and Moreno-Casbas, T. 2016. Nurses’ sleep quality, work
environment and quality of care in the Spanish National Health System:
Observational study among different shifts. BMJ Open, 6(8),
p.e012073.

Jaradat, Y.,
Nielsen, M.B., Kristensen, P. and Bast-Pettersen, R. 2018. Job satisfaction and
mental health of Palestinian nurses with shift work: A cross-sectional
study. The Lancet, 391, p.S50.

Jensen, H.I.,
Larsen, J.W. and Thomsen, T.D. 2018. The impact of shift work on intensive care
nurses’ lives outside work: A cross‐sectional study. Journal
of Clinical Nursing, 27(3-4), pp.e703-e709.

Kerkhof, G.A.
2018. Shift work and sleep disorder comorbidity tend to go hand in hand. Chronobiology
International, 35(2), pp.219-228.

Lin, P.C., Chen,
C.H., Pan, S.M., Pan, C.H., Chen, C.J., Chen, Y.M., Hung, H.C. and Wu, M.T.
2012. Atypical work schedules are associated with poor sleep quality and mental
health in Taiwan female nurses. International Archives of Occupational
and Environmental Health, 85(8), pp.877-884.

Lin, S.H., Liao,
W.C., Chen, M.Y. and Fan, J.Y. 2014. The impact of shift work on nurses’ job
stress, sleep quality and self‐perceived health
status. Journal of Nursing Management, 22(5),
pp.604-612.

McDowall, K.,
Murphy, E. and Anderson, K. 2017. The impact of shift work on sleep quality
among nurses. Occupational Medicine, 67(8), pp.621-625.

Øyane, N.M.,
Pallesen, S., Moen, B.E., Åkerstedt, T. and Bjorvatn, B. 2013. Associations
between night work and anxiety, depression, insomnia, sleepiness and fatigue in
a sample of Norwegian nurses. PloS One, 8(8), p.e70228.

Shao, M.F., Chou,
Y.C., Yeh, M.Y. and Tzeng, W.C. 2010. Sleep quality and quality of life in
female shift‐working nurses. Journal of Advanced Nursing, 66(7),
pp.1565-1572.

Thun, E.,
Bjorvatn, B., Torsheim, T., Moen, B.E., Magerøy, N. and Pallesen, S. 2014.
Night work and symptoms of anxiety and depression among nurses: A longitudinal
study. Work & Stress, 28(4), pp.376-386.

Vermaak, C.,
Görgens-Ekermans, G. and Nieuwenhuize, C. 2017. Shift work, emotional labour
and psychological well-being of nursing staff. Management: Journal of
Contemporary Management Issues, 22(2), pp.35-48.

Zhang, L., Sun,
D.M., Li, C.B. and Tao, M.F. 2016. Influencing factors for sleep quality among
shift-working nurses: A cross-sectional study in China using 3-factor
Pittsburgh sleep quality index. Asian Nursing Research, 10(4),
pp.277-282.

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Recall from the chapter on the central nervous system (CNS) that the general senses detect such stimuli as touch, pain, and temperature.

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Recall from the chapter on the central nervous system (CNS) that the general senses detect such stimuli as touch, pain, and temperature. General senses refer to the fact that these receptors are relatively simple and located throughout the body in both the skin and internal organs. The special senses, in contrast, are so named because they convey a specific type of information from specialized sensory organs in discrete locations of the head. For this assignment you will imagine you are driving or biking on a high-traffic road and you are approaching an intersection with a four-way stop and railroad train track. Additionally, there are three cars in the other lanes of the intersection and visibility is decreased because of foggy weather conditions.

This PowerPoint® (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 20 slides, including a title and reference slide, with detailed speaker notes on content slides and recorded audio. You will describe what special senses you will and will not use to make the determination to safely proceed into the intersection. Then, in a detailed summary, explain the pathways for each of the special senses involved. Finally, describe how the brain interprets information from each of those special senses. Your submission should include a minimum of 5 peer-reviewed sources to support any of your perspective. Please review the module’s Signature Assignment Rubric before starting this assignment to ensure that you are meeting all the essential requirements. This presentation is worth 400 points for quality content and presentation.

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It is becoming increasingly important for registered nurses to assume a leadership role in a changing health care system.

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Description

Assignments 2 & 3

Value: 40% each
Submit assignment via link in the Assessment section of the course home page
Due Date : Negotiable (suggested completion after Units 4 and 8)

Purpose

It is becoming increasingly important for registered nurses to assume a leadership role in a changing health care system. Hence, registered nurses must be able to assess and act to fulfill their own learning needs in order to work to their full scope of practice. To complete this assignment, consider an issue or trend in nursing or health care and choose one of the options from the bulleted list below. Your papers must be scholarly in presentation, reflective of course content, and although they may be related to one another, they must not be duplications.

The following is a brief description of each type of paper/project. Please refer to the assignment expectations assessment section below for a detailed description of each type of paper/project.

Note: There is a 10 page limit for all written papers excluding title and reference pages. (with the exception of the professional portfolio):

Paper/Project Options:

  • Position Paper: presents an arguable position on an issue with the goal of convincing the audience that this position is valid. The position paper is related to course content; be clear as to difference between a position paper, discussion paper, and an issue paper
  • Discussion Paper: discusses a situation or dilemma representing a variety of views; consists of a reasoned defense of the recommendations. The discussion paper is related to course content; for example one could frame a question and then proceed with discussion of the answer.
  • Issue Paper: presents a balanced view of a situation or dilemma in which both sides of the situation are clearly articulated. The issue paper is related to course content that follows the framework from your textbook – Framing and Analyzing the Issue.
  • Literature Review:is an account of what has been published on a topic by accredited scholars and researchers; the purpose is to convey to what knowledge and ideas have been established on a topic, including the strengths and weaknesses. The literature review is related to course content.
  • Website Critique:: is a formalized, critical appraisal of a website; the goal is to turn critical reading into a systematic evaluation in order to deepen insight into that website. This is an analysis of several (5-7) interesting Web sites that relate to a particular issue and or take a position on that issue. Critique the verifiability of information in each web site including the authority of the Web site. Compare and contrast how the issue is presented, and provide an executive summary of each Web site.
  • Professional Portfolio: is a convenient system to tell the story of one’s career. It might include: original documents (e.g. resume/curriculum vitae, professional association memberships, license/board results), supporting materials (e.g. letters of recommendation, publications, presentations, certifications, job descriptions, evaluations), and collateral pieces (e.g. thank you letters, articles and books you have read). This is a beginning professional portfolio. Portfolio should not exceed a 15 page limit including title page and any appendices (this page limit is an exception to the 10 pages as stated above).

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