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Health education

Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.

Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to an individual or group within a community.
References

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

This assessment builds upon Assessment 1 where you contacted and secured local individuals or group in your community who were open to a presentation about a health concern and health promotion strategies. Once again, you will assume the role of a community nurse tasked with addressing the specific health concern within your chosen community. This time, you will implement the health promotion plan that you developed in Assessment 1 as a PowerPoint presentation. This presentation must be live and face-toface. You know that you must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, obtain input on the value of the plan to the individual or group, and revise the plan, as applicable, to improve future educational sessions. To engage your audience, you decide to develop a slide presentation to communicate your plan. A copy of the slide presentation could also be given to the individual or group for future reference.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4). These assessments meet the three-hour clinical learning experience required in this course

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: Remember that you can submit all, or a portion of, your draft 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

Complete the following:

  1. Prepare a PowerPoint presentation of the health promotion plan you developed in Assessment 1, with detailed speaker’s notes that include your evaluation of session outcomes. Speaker notes should reflect what you will actually say when you conduct the face-to-face session.
  2. Implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your chosen participants. Collaborate with the participants in setting session goals, evaluating outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Completion of this assessment, and the course, requires that you spend a minimum of three hours face-to-face working with your identified patient who may be a community member or group. Remember that it is a requirement to log your direct clinical hours in the CORE ELMS system.

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.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

  • Title slide:
    • Health promotion plan title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).
    • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation:

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Present your health promotion plan to your chosen audience.
    • Tailor the presentation to the needs of your audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?

Grading Rubric:

1.  Present a health promotion plan to an individual or aggregate within a community.

Passing Grade: Presents a professional, evidence-based, and engaging presentation with clear audio appropriate for the participant(s). The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. Provides speaker notes.

2.  Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.

Passing Grade:  Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Clearly explains the need for revisions to future educational sessions.

3.  Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.

Passing Grade:  Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2020 goals.

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Psychiatric–Mental Health

Case Study, Mohr

CHAPTER 1, Introduction to Psychiatric–Mental Health Nursing In completing the case study, students will be addressing the following learning objectives: Explain elements that contribute to mental health.

Review trends, problems, and goals related to the delivery of mental health care and treatment of mental illness.

1. Karen is a 25-year-old white woman who lives alone in an apartment with her dog. Karen has been divorced for 2 years and is taking Prozac prescribed by her psychiatrist for depression.  Karen and her boyfriend had been discussing marriage until he told her that he wanted to end their relationship.  Karen became even more depressed and could not work for a week.  Karen returned to work, refusing to discuss her issues with family, friends, or coworkers. She did, however, make an appointment to see a psychiatric nurse practitioner.  Karen told the nurse that she was making some changes in her life.  Karen said that she and a girlfriend were joining a gym program for workouts and a social group for young men and women.  Karen stated that she realizes that her former boyfriend had not been committed to her, and she anticipates meeting and dating other young men from the adult social group.  Karen also said that she thinks that the gym exercise will be beneficial to her mentally and physically.

Learning Objectives: 1, 4)

  • How will the psychiatric nurse assess if Karen has made progress toward self-realization?
  • Identify strengths that Karen has for progress in personal growth.

Karen has been seeking treatment for her depression. Analyze the factors that might contribute to Karen’s reluctance to discuss her depression with others.

Case Study, Mohr:  CHAPTER 2, Neuroscience: Biology and Behavior

In completing the case study, students will be addressing the following learning objectives:

Discuss neuroplasticity and how this concept relates to mental health and mental illness.

Briefly explain the importance of interaction between genes and environment, the role of endophenotypes, and the stress-diathesis model of psychiatric illness.

1. Michael is a 22-year-old college senior whose GPA has declined with this semester’s grades.  Michael plans to apply to medical school and thinks that the lower GPA may prevent his acceptance to medical school.  For the last 2 weeks, Michael has skipped most classes because he has insomnia and fatigue.  Michael is now very depressed and has been thinking of suicide.  He took a loaded gun from his father’s gun cabinet and then wrote a suicide note to his family.  At the last moment, he telephoned 911 and told them of his suicide plan.  The police came, took the gun away, and then took Michael to the city hospital to be admitted for psychiatric treatment.   In the admission interview with the psychiatric nurse, Michael said that his pastor thought that only weak-willed people experienced depression and that it was a punishment for personal sins and the sins of one’s ancestors.  Michael told the nurse that he must be weak-willed and will never be able to accomplish anything.  The psychiatric nurse explained that multiple factors are the cause of depression.  The nurse told Michael that one theory holds that an imbalance of neurotransmitters, or chemical messengers of the brain, occurs in depression.  Neurotransmitters influence the individual’s emotions, thoughts, and subsequent behavior.  Recent research implies that neurobiology, heredity, as well as Psychological and environmental factors may be involved in the development and progression of depression.

(Learning Objectives: 5, 6)

a. Will Michael think that the psychiatric nurse’s explanation for the cause of depression is more correct than that of his pastor?

b. Michael asks the nurse why he has to have psychotherapy. He states that he only needs to take a couple of pills to get better. How should the nurse respond to Michael’s question and comment?

c. Develop an assessment question for each of the following possible causes of Michael’s    development of depression:

Genetic, Environment and Stress.

Case Study, Mohr

CHAPTER 3, Conceptual Frameworks and Theories:

In completing the case study, students will be addressing the following learning objective:

Give examples of behavioral and cognitive-behavioral interventions.

The student nurse has been assigned a 37-year-old woman admitted to the psychiatric hospital with an anxiety disorder.  This morning, the student notices that the client has a tense facial expression and is walking constantly around the group room.   The student walked over to the client and used reflective communication by stating, “I see that you have a tense expression and are walking around almost all of the time.  Is there something that we could discuss?”  The client replied that she has talked on the telephone to her mother who was keeping her children while she was in the hospital.  The client said that her mother had told her that she was not a good mother, and then said, “I guess I am a bad mother, but I could never measure up to my mother’s expectations.”  The student has learned that negative self-talk can greatly aggravate anxiety and lead to depression.  The student decided to use a behavioral intervention with the client and asked the client who is a good artist and why the client liked the artist’s works. The student and the client then made a list of activities that the client liked. The student taught the client to engage in one of these activities when an unpleasant experience evoked negative thoughts.  The following day, the student decided that the client needed some cognitive restructuring for her relationship with her mother.  The student taught the client that during discussions with her mother, feelings of incompetence might be experienced when the mother made negative comments.  The client was instructed that if her mother made negative comments about parenting, she was to immediately tell her mother that she was a good parent to her children and terminate the conversation at the first opportunity.

(Learning Objective: 3)

a. Will the client be able to learn cognitive restructuring in her relationship with her mother?

b.    How will engaging in activities help the client with her anxiety?

Case Study, Mohr

CHAPTER 4, Evidence-Based Practice

In completing the case study, students will be addressing the following learning objective:

Define evidence-based care.

1. Jessica, a 17-year-old girl who came with her family from Romania to the United States 10 years ago, is brought to the mental health clinic by her mother.  At the admission psychiatric interview, the mother stated that Jessica has been saying for 6 months that aliens have been conducting experiments on her and will soon take her in a spaceship to their planet.  Jessica is often awake at night and roams the house with a hammer and sharp knife, searching for aliens. Jessica’s mother says that she fears that some night Jessica will harm a family member whom she believes to be an alien.  The mother then said that she did not bring Jessica for psychiatric care earlier because she had heard that much of mental health treatment was quackery and a waste of money. The psychiatric nurse explains to Jessica’s mother that all mental health treatment is based on scientific principles.

(Learning Objective: 3)

a. How would the nurse best explain that the care Jessica will receive at the psychiatric   facility is based on evidence? Give two examples of psychiatric evidence-based care, and explain the scientific evidence that supports your examples.

Case Study, Mohr

CHAPTER 5, Legal and Ethical Aspects: In completing the case study, students will be addressing the following learning objectives:  Identify the basic rights of people with mental illness. Describe the different types of commitments and states of competency.

1. Gerald, a 22-year-old black man, has a diagnosis of schizoaffective disorder.  Gerald has been living at home, but this afternoon he had a physical fight with the neighbors and set a fire in their garage to burn their house.  His father took him to the local psychiatric hospital and said that he wants an involuntary commitment for Gerald since he will not agree to the hospitalization.  The father expressed concern over Gerald’s legal rights.  The psychiatric nurse practitioner recommends to the father that he commit Gerald on involuntarily for emergency care for a period of 72 hours since he is clearly a danger to others. The nurse explains that Gerald will be evaluated to determine if he needs involuntary detention for observation and treatment for a longer period of time.  The nurse explains that Gerald will be periodically evaluated, and that when it is determined that he is no longer a danger to others or himself, Gerald will be released from the hospital.

(Learning Objectives: 4, 5)

a. What basic legal rights does Gerald have at the time of this illness?

b. Why can Gerald not make the decision for himself about being an involuntary emergency commitment to the hospital?

Case Study, Mohr

CHAPTER 6, Culture

In completing the case study, students will be addressing the following learning objective:

Describe skills essential to the implementation of culturally competent care.

1. Mrs. Maria Gonzalez is a Mexican National, age 58, who was brought to a health clinic by her adult son. She is complaining that she has had aches and pains all over her body for 2 days. Mrs. Gonzalez states that her neighbor is a witch who gave her the mal do ojo (evil eye) and cast a spell on her to cause her death. The clinic nurse takes an oral temperature and it is 101º F.  The clinic nurse refers Mrs. Gonzales to the clinic physician because she believes that the client has influenza.  Mrs. Gonzales is reluctant to see the doctor and states that the doctor cannot prevent her death.

(Learning Objective: 8)

a. How can the nurse provide culturally competent care to Mrs. Gonzalez and convince her to see the clinic doctor?

b. Can Mrs. Gonzalez be convinced that there is no spell cast on her to cause her death? Explain your answer.

Case Study, Mohr

CHAPTER 7, Spirituality in Psychiatric Care

In completing the case study, students will be addressing the following learning objective: Explore reasons for the resurgence of interest in the spiritual aspects of healthcare.

  • Marta, a 16-year-old high school teenager, has been depressed over a recent break-up with her boyfriend.  Marta, accompanied by her mother, is seen in the community mental health clinic.  A mild antidepressant is prescribed for Marta with weekly counseling sessions.  Marta and her mother ask if it would be beneficial for Marta to attend a 1-week church camp to begin in 2 months.  Marta would like to reconnect with her religion and voices a belief that the camp experience will help her. The psychiatric nurse practitioner informs them that research reveals that involvement in religious activities has been helpful in social support and in coping with depression.  Marta appears relieved and said that she will register for the church camp.

(Learning Objective: 2)

a. Why might Marta want to reconnect with her religion, and how will attendance at the church camp benefit Marta?

b. If Marta attends the church camp, will this pose a problem to counseling sessions?

Case Study, Mohr

CHAPTER 8,- Nursing Values, Attitudes, and Self-Awareness

In completing the case study, students will be addressing the following learning objective:

Discuss how situational factors can potentially influence the behavior of healthcare professionals toward clients with mental illness.

1. Joe, a 26-year-old Caucasian man, is a client in a state prison system.  Joe is admitted to the prison clinic after being involved in a fight in which he sustained a stab wound to the chest that did not penetrate the lungs or major blood vessels.  The clinic doctor on duty was an employee of several years at the prison.  The doctor showed little compassion for Joe, stating, “He is a convicted criminal, and he is just getting back some of what he deserves.”  The new graduate nurse who was being oriented to the clinic thought that the doctor did not exhibit professional behavior toward Joe.  The clinic nursing supervisor later explained that the doctor was influenced by situational factors.

(Learning Objective: 3)

  • What is a situational factor, and how can this influence the behavior of healthcare workers? Provide an example where a situational factor impacted on your behavior while in a healthcare setting.

Case Study, Mohr

CHAPTER 9, the Nursing Process in Psychiatric–Mental Health Care

In completing the case study, students will be addressing the following learning objective:

Apply the nursing process to psychiatric–mental health nursing.

1. The student nurse is assigned to assist the psychiatric nurse with the admission interview of a client at the psychiatric hospital.  The nurse explains to the student that the interview is very important in obtaining a total health history of the client.  The nurse should be courteous and respectful of the client to obtain as much information from the client as possible.  Assessment information should include the subjective information from the client with the reason for needing treatment, the cause of the present problem(s), and the client’s expectation of the outcome of treatment regimen.  The nurse alerts the student to the need to be sensitive to both verbal and nonverbal behavior of the client and to focus on topics that seem important to the client.

(Learning Objective: 1)

a. How can attention to the client’s nonverbal cues be of value in an interview?

b. Why is the interview the most important aspect of the nursing process?

Case Study, Mohr

CHAPTER 10, the Interview and Assessment Process

In completing the case study, students will be addressing the following learning objective:

Describe essential elements to include in psychiatric interviews and the assessment process.

  • The student nurse is accompanying the psychiatric nurse during the nursing interview and assessment of a newly admitted patient.  The psychiatric nurse told the student that preparation with subjective and objective data collection is an important part of the process.  The nurse explains that assessment has reference to the interviewer’s interpretation and prioritization of all data for the client.  The nurse must have self-awareness and self-knowledge to be objective and avoid influencing the responses of the client.  Anxiety on the part of the nurse may limit the ability for thorough data collection and interpretation.  Anxiety in the nurse may evoke anxiety on the part of the client. The psychiatric nurse stressed that a process recording, or written analysis of the interaction between the client and nurse, is essential for nurses to recognize the effects of their communication style in the assessment process.  A review of the client’s history is important, and a private setting for the interview is necessary.  The content of the nursing assessment should include the ability and reliability of the client’s response to questions of the interviewer and the skill of the nurse in identification of relevant facts.  The nurse should discuss with the client prior health history, any present illness, and the reason for seeking healthcare at this time.  Medication history with compliance and allergies of the client require investigation.   Substance use by the client, past illnesses, and family history need exploration.

(Learning Objective: 2)

a   The student nurse asked the clinical psychiatric nurse practitioner to explain what she considered the most essential part of the assessment process. How should the psychiatric nurse respond to the student’s question? Explain your answer.

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Common ancillary services

Common ancillary services, provided by the U.S. Department of Veterans Affairs (n.d.), are listed below:

  • Audiology (hearing)
  • Blind and Vision Rehabilitation
  • Chiropractic Services
  • Dental
  • Diagnostic Laboratory
  • Nutrition and Food Service
  • Nuclear Medicine (imaging)
  • Occupational Therapy
  • Pharmacy
  • Physical Therapy
  • Prosthetics (artificial limbs, equipment, devices)
  • Radiology (x-rays and imaging)
  • Radiation Oncology (cancer care)
  • Recreation and Creative Arts Therapies (music, art, dance and drama)
  • Respiratory Therapy
  • Social Work (housing, discharge planning, family support)
  • Speech/Language Pathology (speech, language, voice, fluency, cognition, and swallowing)
  • Traumatic Brain Injury

Leaders of health care organizations are face with enormous challenges. As with other sectors of health care, there are numerous challenges facing ancillary services. As a leader in an ever changing and demanding environment, you must be able to propose solutions and predict probable outcomes. Your proposal(s) must be effectively communicate to staff and organizational leadership.

U.S. Department of Veterans Affairs. (2015). Ancillary Services. Retrieved from https://www.va.gov/healthbenefits/access/ancillary_services.asp

Case Assignment

You are a director of a hospital ancillary service unit hospital. You have noticed that your unit is faced with the following three challenges:

  1. Slow adoption to technology
  2. Staff shortage
  3. Poor job satisfaction rates resulting in turnover

You are to write a proposal addressing each of the above challenges. Your proposal should have the following sections:

  1. Background: Select an ancillary service from the above list and provide background on the services provided.
  2. Challenges: State the three challenges and identify how they potential could affect your selected ancillary service unit (be sure to support your position with valid sources).
  3. Solution/Outcome: For each challenge identify one solution and describe the probable outcome.
  4. Scope/Plan: Develop a plan to address these three issues and describe phases/timeframe of your plan.
  5. Limit your response to a maximum of 3 pages.
  6. Support your proposal with peer-reviewed articles, with at least 3-4 references. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php.

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Dashboard and Health Care Benchmark Evaluation Simulation

Preparation

For this assessment, you may choose one of the following three options for a performance dashboard to use as the basis for your benchmark evaluation.

Option 1: Dashboard and Health Care Benchmark Evaluation Simulation

If you decide to use one of the simulation dashboards for your evaluation, review both dashboards, as well as the relevant local, state, and federal laws and policies linked in each dashboard. Choose one of the dashboards and consider the metrics within it that are falling short of the prescribed benchmarks.

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Health Risk Assessment (HRA)

Create a Health Risk Assessment (HRA) form for a private insurer in Saudi Arabia to assess individuals’ health and lifestyle to determine risk and premium cost. The HRA should include a list of questions in a survey format. The survey should include questions to determine:

Pre-existing conditions,
Lifestyle patterns that could lead to illness,
History of physician visitation,
Any other issues that would impact risk assessment and healthcare costs of individuals, and
Include a paragraph describing the reasoning behind the selection of the criteria for all drafted questions.
Requirements:

The survey should consist of 8-10 questions.
The paper should be at least 2 pages in length, not including the cover sheet, reference page, and questionnaire pages.
Formatted according to APA writing guidlines
Provide support for your statements with in-text citations from a minimum of four scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but two must be external.
Citation through the text
No Plagiarism
Posted: 2 Years AgoDue: 30/07/2018Budget: $30

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Comprehensive Older Person Assessment    

Comprehensive Older Person Assessment

Complete the Comprehensive Older Person Assessment on a well, non-family member over the age of 70.  Complete the Home Safety Checklist on their living environment.

Draw conclusions for the following areas:

  • Preliminary Cognition Questionnaire
  • Demographic Data
  • Social Support
  • Financial Data
  • Psychological Health Data
  • Physical Health Data
  • Activities of Daily Living Data

Propose or develop health promotion teaching opportunities based upon findings related to deficits in activities of daily living, functional status, or any other issues in the evaluation form or home safety checklist.

Complete the Comprehensive Older Person Evaluation and the Home Safety Checklist on one non-family member over the age of 70 for this activity.

Additional Instructions:

  1. All submissions should have a title page and reference page.
  2. Utilize a minimum of two scholarly resources.
  3. Adhere to grammar, spelling and punctuation criteria.
  4. Adhere to APA compliance guidelines.
  5. Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Options:

Choose One:

Instructions:

Paper

  • 2 to 3-page paper. Include title and reference pages.

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Identifying Research Components

Identifying Research Components

Week 4 Tasks

Use the Week 4 research template to complete the following assignment tasks.

  • Choose the assigned research articles from W2 Project. Describe the sample with demographics, data collection process, and identification of variables; sampling design; instruments, tools, or surveys.
  • Summarized the discussion about the validity and reliability of the instruments, tools, or surveys.
  • Discussed legal/ethical concerns.
  • NOTE: If a component is absent, student receives a zero for that component.

Submission Details

  • Cite all sources in APA format.
  • Name your document SU_NSG3029_W4_Project_LastName_FirstInitial.doc.
  • Submit your template to the Submissions Area by the due date assigned.

Research article from week 2

Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor card.Journal of Nursing Scholarship, 47(1), 25-33. doi: 10.1111/jnu.12107

Dinkel, S., & Schmidt, K. (2015). Health education needs of incarcerated women. Journal of Nursing Scholarship, 46(4), 229-234. doi: 10.1111/jnu.12079

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Policy/Regulation Fact Sheet

Assignment: Policy/Regulation Fact Sheet

3 References and APA Format

As a professional nurse, you are expected to apply your expertise to patient care. On occasion, you will also be expected to share that expertise.

With evolving technology and continuous changes to regulations designed to keep up these changes, there is usually a need to share information and expertise to inform colleagues, leadership, patients, and other stakeholders.

In this Assignment, you will study a recent nursing informatics-related healthcare policy, and you will share the relevant details via a fact sheet designed to inform and educate.

To Prepare:

  • Review the Resources on healthcare policy and regulatory/legislative topics related to health and nursing informatics.
  • Consider the role of the nurse informaticist in relation to a healthcare organization’s compliance with various policies and regulations, such as the Medicare Access and CHIP Reauthorization Act (MACRA).
  • Research and select one health or nursing informatics policy (within the past 5 years) or regulation for further study.

The Assignment: (1 page)

Create a 1-page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:

  • Briefly and generally explain the policy or regulation you selected.
  • Address the impact of the policy or regulation you selected on system implementation.
  • Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
  • Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific.

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Health Promotion and Community Resource Teaching Project

CLC – Health Promotion and Community Resource Teaching Project

  • Join Group

This is a Collaborative Learning Community (CLC) assignment.

An important role of nursing is to provide health promotion and disease prevention. Review the 2020 Topics and Objectives on the Healthy People website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.

Create a 15-20-slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

Address the following:

  1. Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
  2. Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
  3. Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
  4. Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
  5. Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines..

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Healing and Autonomy

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles of principlism.

Based on the “Case Study: Healing and Autonomy” and other required topic study materials, you will complete the “Applying the Four Principles: Case Study” document that includes the following:

Part 1: Chart

This chart will formalize principlism and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.

Part 2: Evaluation

This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.

Remember to support your responses with the topic study materials.

APA style is not required, but solid academic writing is expected.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

PHI-413V-RS-T3ApplyingFourPrinciplesCaseStudy.docx

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