The three types of qualitative research are phenomenological, grounded theory, and ethnographic research. Compare the differences and similarities between two of the three types of qualitative studies and give an example of each.
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For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.
NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Competency 2: Collaborate with patients and family to achieve desired outcomes. Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient. Competency 3: Create a satisfying patient experience. Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. Competency 4: Defend decisions based on the code of ethics for nursing. Make ethical decisions in designing patient-centered health interventions. Competency 5: Explain how health care policies affect patient-centered care. Identify relevant health policy implications for the coordination and continuum of care. Preparation
In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner.
To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly.
Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for 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. Instructions
Note: You are required to complete Assessment 1 before this assessment.
For this assessment: Complete the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session. Communicate in a professional, culturally sensitive, and ethical manner. Collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.
Reminder: The time you spend presenting your final care coordination plan must be logged in the CORE ELMS system. The total time spent in securing individual participation in this activity in Assessment 1 and presenting your plan in this assessment must be at least three hours. The CORE ELMS link is located in the courseroom navigation menu.
Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours. Document Format and Length
Build on the preliminary plan document you created in Assessment 1. Your final plan should be 5–7 pages in length. Supporting Evidence
Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources. Grading Requirements
The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan 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. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Address three patient health issues. Design an intervention for each health issue. Identify three community resources for each health intervention, so the patient may make an informed decision about what resources to use. Make ethical decisions in designing patient-centered health interventions. Consider the practical effects of specific decisions. Include the ethical questions that generate uncertainty about the decisions you have made. Identify relevant health policy implications for the coordination and continuum of care. Cite specific health policy provisions. Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient. What aspects of the session would you change? How might revisions to the plan improve future outcomes? Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. What changes would you recommend to improve patient satisfaction and better align the session with Healthy People 2020 goals and leading health indicators? Additional Requirements
Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.
Grading Rubric:
1.  Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. 
Passing Grade:  Designs comprehensive, patient-centered health interventions and timelines for care that reflect patient needs and preferences and the availability of essential resources delivered through direct clinical interaction that is logged in the CORE ELMS system. 
2.  Make ethical decisions in designing patient-centered health interventions. 
Passing Grade:  Makes insightful ethical decisions in designing patient-centered health interventions, informed by relevant ethical considerations, the practical effects of specific actions, and the significance of key uncertainties. 
3.  Identify relevant health policy implications for the coordination and continuum of care. 
Passing Grade:  Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences. 
4.  Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient. 
Passing Grade:  Evaluates learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient. Clearly explains the need for revisions to similar future sessions. 
5.  Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. 
Passing Grade:  Evaluates patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for changes to enhance patient satisfactions and better align future sessions with Healthy People 2020 goals and leading health indicators. 

  
In 500 word minimum, summarize and reflect on the process of creating a unit plan in English language arts. How does your unit plan help students successfully apply their developing skills to different situations, materials, and ideas? ( Must mention in the reflection components of the lesson plan I created – Please mention 2 activities mentioned above and how it helped children in developing skills such as comprehension , writing, speaking, listening, key details etc – has to be specific to my lesson unit so reading prior to writing is a must).
What challenges did you face when trying to meet the developmental needs of all students (catering to all levels – below, at level, or above)? 
How can family and community support the instruction and selected instructional strategies? (Please mention an letter of introduction of unit being sent home to family with at home activities that can be done with child to extend learning at home).
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Leaders are exposed to many different sources of ethics education and training. For instance, MBA and other academic programs often have a specific course or learning outcome devoted to ethical practice, organizations often require ethics training for all employees, especially leaders, and there are numerous ethical guidelines that exist that can help leaders avoid ethical violations. However, some leaders continue to commit ethical violations, which raises questions about the root causes of such behavior. As observed with Enron’s corporate leadership, known for one of the largest corporate bankruptcies in American history due to deceptive financial practices, the repercussions for unethical leadership may be irreparable