Privileged Note

Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment. (THE WEEK 3 ASSIGNMENT IS ATTACHED)

· The privileged note should include items that you would not typically include in a

note as part of the clinical record.

· Explain why the items you included in the privileged note would not be included

in the client’s progress note.

· Explain whether your preceptor uses privileged notes, and if so, describe the

type of information he or she might include. If not, explain why.

Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242)
Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048

Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780)

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4

U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.

Stuart, S. (2010). Interpersonal psychotherapy: A case of postpartum depression [Video file]. Mill Valley, CA: Psychotherapy.net.

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MN506 PPT Nursing Shortage

MN506: Group Team 4

INTRODUCTION

Nursing shortages have been on the rise throughout the country, a problem which has doubled up due to an aging baby-Boomer population, increasing the need to determining the root cause of the shortage. This is essential for health care providers as health costs are on a continuous increase.

Registered Nursing (RN) is listed among the top careers in terms of job growth. There is a need for 649,100 auxiliary nurses in the labor force bringing the total number of job openings for nurses due to development and replacements to 1.09 million by 2024.

A shortage of registered nurses is likely to spread across the country between 2009 and 2030.

In October 2010, the Institute of Medicine called for the need to increase the number of baccalaureate-prepared nurses in the labor force to 80% while doubling the population of nurses with doctoral degrees.

In July 2010, the Tri-Council for Nursing released a joint statement which warned shareholders about announcing an end to the nursing shortage.

The aging baby-Boomer population causes increased Turnover through the United States. This rise in the baby-boomer population has increased the need for RN’s in the state.

In 2012, The Bureau of Labor and Statistics released findings on the estimated employment growth between 2010 and 2020. It stated that the expected need for Registered Nurses (RN’s) would rise from 2,737,400 to 3,449,300, which is an increase of 26% (Bureau of Labor Statistics , 2012a).

With the recent gush of citizens of “baby-boomers” turning 65 at a rate of almost 10,000 people a day which total 79 million people or 26% of the total population, the need for ore nurses is urgent as it is necessary (Barry,2011).

In 2008, it was deduced that 110,000 direct-care staff positions were vacant which was at the time one in six of registered nursing positions but qualified skilled candidates were not available to fulfill the required need (AHCA, 2008). It was also reported that the need to fill these positions would be on the rise and the amount of vacancies present will also continue to increase which by 2025, the shortage of RN’s

The shortage is to be most intense in the South and West of America.

The current nursing labor force falls short of these approvals with only 55% of registered nurses prepared at the baccalaureate or graduate degree level.

The most analysts believe the depression in the economy that has led to an easing of the shortage in many parts of the country to be temporary. In the joint statement, the Tri-Council rises grave fears about slowing the production of RNs given the high demand for nursing services, particularly after healthcare reform.

Causes of the Shortage of Nurses

Aging Nurses

The average age for nursing staff is growing at an increased rate. Higher percentages of nurse professionals who are ageing primarily those over the age of 50 work in nursing homes, academic education programs, and the home health setting.

Several issues that arise with an aging labor force is the increase the retirement of these well skilled nurses. Major stressors have also been identified and they include; Chronic pain, tiredness and exhaustion. This costs health care organizations a lot.

Reports show that 55% of the RN workforce is age 50 or older. The Health Resources and Services Administration projects that more than 1 million registered nurses would be within the retirement age within the next 10 to 15 years. (Cox, Willis, & Coustasse, 2014)

In 2004 the average age was 46.8 years old and grew to 47 years of age in 2008 (Buerhaus, Staiger & Auerbach, 2008).

The RNs over the age of 50 make up 44.7% of the total healthcare staff population in 2008 which has risen from just 33% in the year 2000 and take shifts of an average of almost 43.7 hours of work per week (U.S. DHHS, 2010)

These RNs are more likely to stay with their same employer from year to year as compared to the younger generation of nurses who are more likely to move to different settings as their providers age (U.S. DHHS, 2010).

These members of staff have been dealing with increasing pressure due to high work demands and nursing shortages. (Gabrielle, Jackson, & Mannix, 2007).

In 2009, the cost of losing nurses especially those from the ageing population with their experience in the field cost the healthcare organizations between 1.2 and 1.3 times the annual yearly salary or about or 5% of the total Budget of healthcare providers (Palumbo, et al., 2009).

The combination of these stress factors and increase in aging suggest the increased need for managerial recognition and change in the delivery service to fit the health needs of its aging nursing population (Gabrielle, et al., 2007).

Patient Demographics

As the population of the U.S. And the baby-boomers generation reaches 60 years and older, the ratio of nurses to the elderly population is decreasing by an average of 40% between 2010 and 2020 due to the increased age of the U.S. Population and the nursing population decreased due to high rates of turnover.

With the changing population, and a majority of the population turning 60 by 2020 changes will have to occur in order to affectively aid and help the new demographic in the U.S.

The recent recession affecting America over the past five years has briefly slowed down retirement by nursing professionals. The current national healthcare reform known as the Affordable Care Act or ‘Obama care’ created better access to health care services from the aging population and those over the age of 60.

The Older Population in the United States found that by 2050, the number of US residents age 65 and over is projected to be 83.7 million, almost double its estimated population of 43.1 million in 2012. With larger numbers of older adults, there will be an increased need for geriatric care, including care for individuals with chronic diseases and comorbidities (Ortman, Velkoff, & Hogan, 2014).

The change in demographics will have more long-term conditions that ever before. The long term conditions such as dementia care, requires specialized training and has been often left out of general nursing education, which requires the need for frequent practice which after nurses receive it, is difficult for healthcare providers to keep such trained employees due to the salary requirements (Kinnair, 2012).

In 2010 it was expected that 14.2% of nurses were planning to retire (Healthcare Association of New York State, 2010).

This will cause increased need for nurses to provide more treatment to this population of patients (Healthcare Association of New York State, 2010).

Insufficient staffing

Due to the decreased staffing of nurses, because of high turnover of nurses and retirement, it is becoming more difficult for current active nurses to affectively provide quality patient care to their patients.

With a drop in disease control caused by insufficient staffing within hospitals, the inability for patients to receive proper treatment has become difficult as exposure to these infectious diseases has risen from 50% to approximately 200% due to possible needle stick injuries and near-misses.

As a result of low staffing and an increased patient ratio , for each patient that is added to the nurses current high workload, nursing burnout rose by 23% and job dissatisfaction rose by 15% for each nurse on staff which led to increased turnover of nursing staff..

If nurses are required to service more patients due to a lack of staffed nurses it has been shown to increase infection rates in hospitals (Cimiotti, Aiken, Sloane, & Wu, 2012).

In addition, 88% of nurses have reported safety concerns with 75% observing A decrease in patient care due to work stress, overworking, and concerns about health with over 60% fearing back injuries, and 45% fearing HIV or hepatitis due to needle sticks. Also it has been found that workgroup learning was lower with hospitals where turnover rates were between 3.3% and 4.5% compared to hospitals with 0% turnover as an organization (Bae, Mark, & Fried, 2009).

This is due to an increased amount of time spent with an increased patient load because of the high turnover and retirement of ageing nurses. The nurses surveyed about the increasing shortage of nurses available to serve patients 98% stated an increased stress on their nursing career, 93% an impending lowering of quality care towards patients, and 93% mentioned it as a reason to leave the profession (Buerhaus, et al., 2007).

These near-misses occur an estimated 400,000 to 600,000 times annually nationwide, due to amplified fatigue because of an increased patient load.

Lack Of Experience

While many nurses positions are open the inability for healthcare providers to hire qualified nurses has become a growing issue.

Due to the recession, healthcare organizations are seeking nurses with higher qualifications since there are fewer nurses who have the years of experience required by the healthcare organizations.

In 2011, 36% of the new nurses who had graduated were still unemployed for months after they graduated.

The major job requirement that has withheld many potential applicants to apply for open nurses positions are the words, “no new graduates” (Kurtz, 2013).

This is because these organizations do not want to spend extra funds on training of new nurses (Staiger, Auerbach, & Buerhaus, 2012)

80% of healthcare organizations hired nurses with experience instead of new graduates. This problem was more felt in California as 47% of all new nursing degree graduates within the state remained unemployed, while 51% of the part-time nurses were working were absorbed into full-time positions (Jannetti, 2011)

Nursing school

It has been reported that by 2020, 3.4 million nurses will be required from the current Level of 2.7 million in 2010; almost 764,000 of these positions will be Certified nurse assistants (CNA).

With over 32 million Americans gaining access to healthcare due to the ‘Obama care’ provisions, an increase of 5.1% in the enrollment of entry-level nursing school programs in 2011, was not sufficient to meet the upcoming demands that are facing the healthcare industry.

The goals established by the institute of Medicine in 2011, has called for over 80% of the nursing workforce to hold baccalaureate level degrees by 2020. The main factor causing the shortage of nurses was also the inability for nursing schools to admit qualified high school graduates into nursing school with over 78,587 applicants turned away from nursing schools in 2011.

This high number of CNAs could be a direct result of the lack of graduate nursing programs, with qualified institutes turning away 37,412 qualified applicants in 2004 (Siela, Twibell, & Keller, 2008).

With over 50,000 new graduates leaving nursing school, only 24% of those graduating had received job offers upon the time of graduation (Jannetti, 2011).

However, this would not be achieved due to the driving need for specialized care of the new patient demographics. The inability to give these willing students a chance may also be due to insufficient faculty and budget restrictions (American Association Of Colleges Of Nursing, 2011).

Salaries

In the 1980’s and early 1990’s the wages paid to nurses rose on an average of 3% each year but experienced a drop of 17% from1997. Basic nurse salaries averaged $60,700 with the lowest tenth percentile averaging $40,000 and the highest tenth percentile averaging $83,400.

Since 2000, providers working for unionized hospitals were able to negotiate a 3%-5% increase in wages. However in 2002, it was found in the state of New York 45% of nurses interviewed stated the primary reason for dissatisfaction in their careers was salaries and compensation. However, most of the providers who are compensated in the higher tenth percentile are in management positions (IOM Future of Nursing Report, 2010).

Solutions and Possible Redresses

When redressing these difficulties, the problem cost needs to be addressed and quality training offered to nurses wish to pursue more in their level of education in order to attain the qualification levels desired by hospitals.

Possible solutions may also range from increased education to nurse fellowship programs similar to those for doctors, increased budgetary inducements by healthcare organizations for adult education and training , legislative action by state and federal government, and web-based training for continual medical development.

When nurses acquire the desired levels of education and experience needed to provide proper care to patients it will be almost impossible for healthcare organizations to freeze hiring new nurses. Also, these nurses are assured their wage will be in accordance with the level appropriate for the position (Lin, et al. 2012).

These are possible affective solutions for the problems affecting the nursing sector. However, the issue that will always face healthcare providers is the overall budgetary costs that will occur in implementation of these possible programs. Without assistance rom state and federal governments, there will be no progress made in redressing the issues faced in this growing problem (Lin, et al. 2012).

Solutions offered by the State and Federal Government.

Several statewide initiatives are ongoing to redress the shortage of RNs and nursing educators. For example, in January 2014, the University of Wisconsin (UW) announced the $3.2 million for the nurses of Wisconsin initiative — funded through a UW system economic development incentive grant — to provide fellowships and loan pardon for future nurse faculty who agree to teach in the state after graduation.

Nursing schools are forming strategic partnerships and seeking private support to help expand student capacity. For example, the University of Minnesota announced a partnership with the Minnesota VA health care system in June 2013 to expand enrollment in the school’s BSN program.

This program was launched in response to projections that Wisconsin could see a shortage of 20,000 nurses by 2035. For a sampling of other state-based initiatives (American Association of Colleges of Nursing (AACN), 2014) .

With a focus on enhancing care to veterans, the VA committed $5.3 million to the university to expand clinical placement sites, fund additional faculty, and support inter-professional engagement. For more details on this and similar initiatives. (American Association of Colleges of Nursing (AACN), 2014) .

Proposed Bill

The Nurse staffing standards for patient safety and quality care act of 2015 was drafted to amend the Public Health Service Act to establish direct care registered nurse-to-patient staffing ratio requirements in hospitals, and for other purposes.

The bill amends the Public Health Service Act to necessitate hospitals to implement and give in to the Department of Health and Human Services (HHS). It also allows a nurse to object to, or refuse to participate in, any assignment if it would violate minimum ratios or if the nurse is not prepared by education or experience to fulfill the assignment without compromising the safety of a patient or jeopardizing the nurse’s license.

It also adds stipends to the nurse workforce loan repayment and scholarship program. Expands the nurse retention grant program to authorize programs to implement nurse preceptor ship and mentorship projects.

Health and Human Services (HHS) is a staffing plan that complies with specified minimum nurse-to-patient ratios by unit. It requires HHS to develop a transparent method for establishing nurse staffing requirements above minimum ratios (Committee on Energy and Commerce, 2015).

It also directs HHS to adjust Medicare payments to hospitals to cover additional costs incurred in providing services to Medicare beneficiaries that are attributable to compliance with such ratios.

The bill prohibits a hospital from: taking specified actions against a nurse based on the nurse’s refusal to accept an assignment for such a reason; or discriminating against any individual for good faith complaints relating to the care, services, or conditions of the hospital or of any related facilities (Committee on Energy and Commerce, 2015).

In September 2010, AACN announced the expansion of nursingCAS, the nation’s centralized application service for RN programs, to include graduate nursing programs.

In July 2010, the Robert Wood Johnson foundation (RWJF) released its charting nursing’s future newsletter focused on “expanding America’s capacity to educate nurses.”

Also, since February 2002, Johnson & Johnson has sustained the campaign for nursing’s future, a multimedia initiative to promote careers in nursing and polish the image of nursing.

In conclusion, the shortage of nurses is not only a problem but a pandemic as lives are lost, human rights are neglected and most importantly, the state and federal government fail to live up to their promise, which is to serve and protect their citizens from all forms of injustice.

One of the primary reasons for launching nursingCAS was to ensure that all vacant seats in schools of nursing are filled to better meet the need for RNs, APRNS, and nurse faculty. In 2016, more than 38,800 vacant seats were identified in baccalaureate and graduate nursing programs. NursingCAS provides a way to fill these seats and maximize the educational capacity of schools of nursing (American Association of Colleges of Nursing (AACN), 2014)

This policy briefly describes the capacity innovations of 12 partnerships that are effectively addressing the nursing and nurse faculty shortages. Among the policy recommendations advanced in this brief are requiring all new nurses to complete a BSN program within 10 years of licensure and enhancing the pipeline into baccalaureate and graduate nursing programs.

This multimillion dollar effort includes television commercials, a recruitment video, a web site, brochures, and other visuals.

The redresses stated, therefore, can help reform the health sector to perform better and more efficiently in serving the citizens of America.

References

Cox, P., Willis, W., & Coustasse, A. (2014). The American Epidemic: The U .S. Nursing Shortage and Turnover problem. Huntington, West Virginia: Marshall Digital Scholar. Retrieved from http://mds.Marshall.Edu/cgi/viewcontent.Cgi?Article=1125&context=mgmt_faculty

Committee on Energy and Commerce. (2015). Text – H.R.1602 – 114th Congress (2015-2016): Nurse Staffing Standards for Patient Safety and Quality Care Act of 2015. Congress.gov. Retrieved 19 October 2017, from /orders/www.congress.gov/bill/114th-congress/house-bill/1602/text

American Association of Colleges of Nursing (AACN). (2014). American Association of Colleges of Nursing (AACN) > News & Information. Aacnnursing.org. Retrieved 19 October 2017, from http://www.Aacnnursing.Org/news-information/partnerships-grants

Bureau of Labor and Statistics. (2012a). Registered Nurses. Retrieved 19 October 2017 , from http://www.bls.gov/ooh/Healthcare/Registered-nurses.html

Siela, D., Twibell, K., & Keller, V. (2008). The Shortage of Nurses and Nursing Faculty: What Critical Care Nurses Can Do. Critical Care Nurse, 19(1), 66-77

American association of colleges of nursing. (2011). Leading initiatives. Retrieved 19 October, 2017, from http://www.Aacn.Nche.Edu/leading_initiatives_news/news/2011/employment11

American health care association. [AHCA] (2008). 2007 ACHA Survey Nursing Staff Vacancy And Turnover In Nursing Facilities. Retrieved 19 October 2017, from http://www.Ahcancal.Org/research_data/staffing/pages/default.Aspx

Buerhaus, P. I., Staiger, D. O., & Auerbach, D. I. (2008). The Future Of The Nursing Workforce In The United States: Data, Trends And Implications. Mississauga, Ontario: jones and Bartlett publishers.

Staiger, D. O., Auerbach, D. L., & Buerhaus, P. I. (2012). Registerd Nurse Labor Supply and the Recession- Are We In a Bubble? The New England Journal of Medicine (366), 1463-1465.

Gabrielle, S., Jackson, D., & Mannix, J. (2007). Older Women Nurses: Health, Ageing Concerns and Self-Care Strategies. Journal of American Nursing , 61(3), 316-325.

Healthcare Association of New York State. (2010). Nurses Needed Short-Term Relief, Ongoing Shortage. New York: New York State. Retrieved 19 October 2017, from http://www.hanys.org/workforce/reports/2010-06-07_nurse_survey_results_2010.pdf

Jannetti, A. J. (2011). Dean’s Notes. 33(2), 1-4.

Kinnair, D. (2012). An Ageing Population Requires Radical Changes to Nursing Education and Practice. Journal of Holistic Healthcare, 9(1), 24-26

Lin, V. W., Hsiao, I., Jones, D., Juraschek, S. P., & Zhang, X. (2012). Poster 8: United States Registered Nurse Workforce Report Card and Shortage Forecast. 2(9). doi:10.1016/j.pmrj.2010.07.039

Bae, S.-H., Mark, B., & Fried, B. (2009). Impact of Nursing Unit Turnover on Patient Outcomes in Hospitals. Journal of Nursing Scholarship, 42 (1), 40-49.

Barry, D. (2011). Boomers Hit New Self-Absorption Milestone: Age 65. Retrieved 19 October, 2017, from http://www.nytimes.com/2011/01/01/us/01boomers.html?pagewanted=all&_r=0

U.S. Department of Health and Human Services. (2010). Projected Supply and Demand and Shortages of Registered Nurses. Retrieved October 19, 2017, from /orders/www.bing.com/cr?IG=C1F20C408F3D4294BA73F738FA9404E9&CID=138E09A341DE65FF0579028340D864EF&rd=1&h=N1Jd-LxUx53TJAKSvWDL4CNPW2FUIDzZbWl1jI2PTpY&v=1&r=https%3a%2f%2fwww.ahcancal.org%2fresearch_data%2fstaffing%2fdocuments%2fregistered_nurse_supply_demand.pdf&p=DevEx,5064.1

Ortman, J. M., Velkoff, V. A., & Hogan, H. (2014). An aging nation: The Older Population in the United states. Retrieved October 19, 2017, from /orders/www.Bing.Com/cr?Ig=05fccad0cbe44f4ab85cd81281ebbd20&cid=01e7e0a755186d4f2a8deb87541e6c2f&rd=1&h=bohnit-42elnre-ylpyvvqxruofss1byjky-tlubb5k&v=1&r=https%3a%2f%2fwww.Census.Gov%2fprod%2f2014pubs%2fp25-1140.Pdf&p=devex,5064.1

Cimiotti, J. P., Aiken, L. H., Sloane, D. M., & Wu, E. S. (2012). Nursing Staffing, Burnout, and Health Care-Associated Infection. American Journal of Infection Control, 40 (6), 486-490.

Palumbo, M. V., McIntosh, B., Rambur, B., & Naud, S. (2009). Retaining an Aging Nurse Workforce: Perceptions of Human Resource Practices . Nursing Economics , 27(4), 221-232.

IOM Future of Nursing Report. (2010). Retrieved October 19, 2017, from http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/IOM-Future-of-Nursing-Report-1

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Descriptive Statistics

Week 4 Descriptive Statistics

To prepare:

Review the Statistics and Data Analysis for Nursing Research chapters assigned in this week’s Learning Resources. Pay close attention to the examples presented, as they provide information that will be useful when you complete the software exercise this week. You may also wish to review the Research Methods for Evidence-Based Practice video resources to familiarize yourself with the software.

Refer to the Week 4 Descriptive Statistics Assignment page and follow the directions to calculate descriptive statistics for the data provided using SPSS software. Download and save the Polit2SetA.sav data set. You will open the data file in SPSS.

Compare your data output against the tables presented in the Week 4 Descriptive Statistics SPSS Output document. This will enable you to become comfortable with defining variables, entering data, and creating tables and graphs.

Formulate an initial interpretation of the meaning or implication of your calculations.

To complete:

Complete the Part I, Part II, and Part III steps and Assignment as outlined in the Week 4 Descriptive Statistics Assignment page.

Part I

Using the Polit2SetA data set, run descriptive statistics on the following variables: respondent’s age (age) and highest school grade completed (higrade). Create a frequency distribution for the variables: race and ethnicity (racethn) and currently employed (worknow). Create a table (in APA format) summarizing the results, using the below table shell as a model. Write a paragraph summarizing the information in the table.

Table 1. Demographic Data (N = 30)

n % M (SD)

Age (in years) 30 15(2.4)

Highest School Grade Completed 29 11(1.2)

Race and Ethnicity

Black, Not Hispanic 14 (46.67)

Hispanic 8 (26.67)

White, Not Hispanic 6 (20.0)

Other 2 (6.66)

Currently Employed

Yes 27 (90)

No 3 (10)

Note. Differences in sample size are due to missing data.

Follow these steps when using SPSS:

1. Open Polit2SetA data set.

2. Click on Analyze, then click on Descriptives Statistics, then Descriptives.

3. Click on the first continuous variable you wish to obtain descriptives for (respondent’s age), and then click on the arrow button and move it into the Variables box. Then click on highest school grade completed and then click on the arrow button and move it into the Variables box.

4. Click on the Options button in the upper-right corner. Click on mean, standard deviation, minimum, maximum, and skewness.

5. Click on Continue and then click on OK.

To run the frequency distribution in SPSS, do the following:

1. Click on Analyze, then click on Descriptive Statistics, then Frequencies.

2. Click on the first categorical variable you wish to obtain a frequency for (race and ethnicity), and then click on the arrow button and move it into the Variables box. Then click on currently employed, and then click on the arrow button and move it into the Variables box. Click on the Statistics button in the upper-right corner, then in the Dispersion box click on Minimum and Maximum.

3. Click on Continue and then click on OK.

Assignment: Create a table (in APA format) summarizing the results, using the below table shell as a model. Write a paragraph summarizing the information in the table.

Part II

For the variables respondent’s age (age) and highest school grade completed (higrade) create a histogram with a normal curve displayed over the histogram.

To create a histogram for respondent’s age in SPSS, do the following:

1. Click on Graphs, then on Legacy Dialogs, then Histogram.

2. Click on the variable respondent’s age and then click on the arrow button and move it into the Variables box. Click on the Display Normal Curve button, which is right below the Variables box.

3. Click on OK.

To create a histogram for highest school grade completed in SPSS, do the following:

1. Click on Graphs, then on Legacy Dialogs, then Histogram.

2. Click on respondent’s age in the Variable box and click the arrow to move it back to the box on the left that contains all the variables.

3. Click on the variable highest school grade completed and then click the arrow button and move it into the Variables box. The Display Normal Curve button should alredy be on.

4. Click on OK.

Assignment: Using the data obtained when you ran the descriptives and the histograms, determine whether the data skewed. If so, is it a positive or negative skew?

Part III

Using the Polit2SetA data set, run descriptive statistics on the variable “Family Income Prior Month, all sources” (Income).

Follow these steps when using SPSS:

1. Click on Analyze, then click on Descriptives Statistics, then Descriptives.

2. Click on Family Income Prior Month, all sources, and then click on the arrow button and move it into the Variables box.

3. Click on the Options button in the upper-right corner. Click on mean, standard deviation, minimum, maximum, S.E. Mean (standard error of the mean), and skewness.

4. Click on Continue and then click on OK.

Assignment: Using the descriptive statistics for Family Income Prior Month, all sources (Income), answer the following questions:

1. What is the mean income in this sample?

2. What is the standard deviation?

3. What is the standard error of the mean?

4. Compute a 95% confidence interval around the mean. (Use 1.96 for the 95% CI and get the standard error from the descriptive statistics table). The formula is as follows:

95% CI = [mean ± (1.96 ´ SE)]

5. Compute a 99% confidence interval around the mean. (Use 2.58 for the 99% CI and get the standard error from the descriptive statistics table). The formula is as follows:

99% CI = [mean ± (2.58 ´ SE)]

6. Which interval is wider? Explain.

Review the corresponding Week 4 Descriptive Statistics Exercises SPSS Output document that has the SPSS output for the above problems. Compare your output with the output in the file.

REFERENCES

aureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Quantitative research: Data analysis. Baltimore, MD: Author.

Polit, D. (2010). Statistics and data analysis for nursing research (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc.

· Chapter 1, “Introduction to Data Analysis in an Evidence-Based Practice Environment”

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Henderson Need Theory

Henderson believed nurses have the responsibility to assess the needs of the individual patient, help individuals meet their health needs, and provide an environment in which the individual can perform activities unaided. What is an opportunity in your nursing practice that would benefit from application of Henderson’s theory? How does this align with the ANA’s definition of nursing? Provide at least one evidenced-based research article to support this recommendation.

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook.

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Respiratory

Respiratory Infections

In this assignment, you will review the interactive Upper Respiratory Case Study patient scenario and analyze the data to determine the health status of the patient. You will need a minimum of two evidence-based practice articles to include clinical practice guidelines, as well as the course textbook.

Use the NU641 Upper Respiratory Case Study Questions (Word) document to complete the case study assignment.
Follow the requirements posted in the rubric.
This case study should be three to five pages, excluding title and references pages.

All papers must conform to the most recent APA standards.

RUBRIC:

Clinical Case Study Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Clinical Case Study Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of Clinical Case StudyThe writer demonstrates a well-articulated understanding of the case study subject matter in a clear, complex, and informative manner. The case study content and theories are well developed and linked to the course content, assignment requirements, and practical experience. The case study includes relevant material that fulfills all objectives of the assignment.

Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.

all instruction requirements noted

30 pointsThe writer demonstrates an understanding of the subject matter, and the components of the case study are accurately represented with evidence-based practice, ethics, theory, and/or role content. Course materials and scholarly resources are present to support required concepts. The paper includes relevant material that fulfills all objectives of the case study.

Cites two references.

Most instruction requirements are noted.

26 pointsThe writer demonstrates a moderate understanding of the subject matter. as evidenced by components of the case study and use of evidence-based practice, theory, or role-development. Course content is present but missing depth and or development.

Cites one reference.

23 pointsAbsent application to evidence-based practice, theory, or role development.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Significant content of case study is vague, inaccurately portrayed, or missing.

No references cited.

Submits assignment late.

20 points30Analysis and Synthesis of Case Study Content and Meaning with Content Related to Preventative GuidelinesThrough critical analysis, the submitted case study provides an accurate, clear, concise, and complete summary of the scenario.

Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints

Includes all major and minor relevant risk factors based on standard preventative guidelines for age and gender and treatment/follow-up plans.

all instruction requirements noted.

30 pointsCase study is complete, providing evidence of further synthesis of course content via scholarly resources.

Information is synthesized to help fulfill the case study requirements. The content supports at least one viewpoint.

Submission provides clarification of the assignment by correctly answering all posed questions within the instructions.

Includes all major risk factors and most minor relevant risk factors based on standard preventative guidelines for age and gender (i.e.’ to two minor risk factors are missing and/or one incorrect treatment plan).

Most instruction requirements are noted.

26 pointsLacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. Case study content may be confusing or unclear, and the summary may be incomplete.

Risk factors are partially complete (i.e., missing one to two major risk factors or three to four minor risk factors, or two incorrect treatment plans).

Missing some instruction requirements.

23 pointsSubmission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Multiple risk factors missing (e.g., three major risk or five to six minor risk factors or three incorrect treatment plans, or four or more major risk factors or seven or more minor risk factors or four or more incorrect treatment plans).

Scholarly reference(s) are incorrect or inappropriate for the topic case.

Missing several instruction requirements.

Submits assignment late.

20 points30Application of Knowledge To Clinical Aspect of Patient EncounterThe summary of the case study provides validated information via scholarly resources that offer a multidisciplinary approach to the scenario provided.

The student’s application in practice is accurate and plausible, and additional scholarly resources supporting the application are provided.

all questions posed within the assignment are answered correctly in a well-developed manner, applying knowledge with citations for validation.

Includes all relevant subjective and objective data; diagnostic testing; routine care to be provided; patient education; anticipatory guidance; review of previous diagnostics; and follow-up of acute concern and chronic health issues, etc.—based on assignment instructions.

all instruction requirements noted.

30 pointsA summary of the study, findings, and knowledge gained from the assignment is presented.

Student indicates how the information will be used within their professional practice.

all questions posed by the study are answered correctly.

Includes most of the routine content (subjective and objective data; diagnostic testing; routine care to be provided; education; anticipatory guidance; review of previous diagnostics; and follow-up) (is missing two minor details or one major detail).

Most instruction requirements are noted.

26 pointsComponents of the case study are summarized with minimal application to evidence-based practice, theory, or role development, thus presenting a more superficial analysis of content between the assignment and the broader course content. Synthesis of course content is present but missing depth and or development.

Student’s explanation of how the information will be used within their professional practice is vague or incomplete.

One of the questions posed is not answered and/or one of the questions is answered incorrectly.

Includes some of the routine content (subjective and objective data; diagnostic testing; routine care to be provided; education; anticipatory guidance; review of previous diagnostics; and follow-up) (is missing three minor details or two major details).

Cited one reference.

Missing some instruction requirements.

23 pointsAbsent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Content of case study is inaccurately portrayed or missing.

Student’s explanation of how the information will be used within their professional practice is not feasible or appropriate, or student fails to explain how the information will be used within their personal practice.

Omits routine content (subjective and objective data; diagnostic testing; routine care to be provided; education; anticipatory guidance; review of previous diagnostics; and follow-up) (is missing four to five minor details or three major details or six or more minor details or four or more major details.

Two or more questions are not answered and/or are answered incorrectly.

No references cited.

Missing several instruction requirements.

Submits post late.

20 points30OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise, with a logical flow of ideas.

5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed, with minimal issues in content flow.

4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.

Purpose statement is noted.

3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors.

5 pointsCorrect and consistent APA formatting of references and cites all references used.

No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors, or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

2 points5Total Points100

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Capstone Change Project Evaluation Plan

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 250-300 word summary of the evaluation plan that will be used to evaluate your intervention.

The assignment will be used to develop a written implementation plan.

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

ASSIGNMENT 2

Benchmark – Capstone Project Change Proposal

In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

1. Background

2. Clinical problem statement.

3. Purpose of the change proposal in relation to providing patient care in the changing health care system.

4. PICOT question.

5. Literature search strategy employed.

6. Evaluation of the literature.

7. Applicable change or nursing theory utilized.

8. Proposed implementation plan with outcome measures.

9. Discussion of how evidence-based practice was used in creating the intervention plan.

10. Plan for evaluating the proposed nursing intervention.

11. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome.

12. Appendix section, if tables, graphs, surveys, educational materials, etc. are created.

Prepare this assignment according to the guidelines found in the APA Style Guide.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite

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Nursing Assignment.

Assignment 2: Study Plan

Based on your practice exam question results from Week 2, identify strengths and areas of opportunity and create a tailored study plan to use throughout this course to help you prepare for the national certification exam. This will serve as an action plan to help you track your goals, tasks, and progress. You will revisit and update your study plan in NRNP 6675, and you may continue to refine and use it until you take the exam.

Photo Credit: [Jacob Ammentorp Lund]/[iStock / Getty Images Plus]/Getty Images

To Prepare

Reflect on your practice exam question results from Week 2. Identify content-area strengths and opportunities for improvement.
Also reflect on your overall test taking. Was the length of time allotted comfortable, or did you run out of time? Did a particular question format prove difficult?

The Assignment

Based on your practice test question results, and considering the national certification exam, summarize your strengths and opportunities for improvement. Note: Your grade for this Assignment will not be derived from your test results but from your self-reflection and study plan.
Create a study plan for this quarter to prepare for the certification exam, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.
Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to

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study.

6052 Assignment

6052 Assignment 1

For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.

Before you begin, review the Course Project Overview document located in this week’s Learning Resources.

Course Project: Part 1—Identifying a Researchable Problem

One of the most challenging aspects of EBP is to actually identify the answerable question.

—Karen Sue Davies

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.

To prepare:

Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?

Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.

Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

To complete:

Write a 3- to 4-page paper that includes the following:

A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
The 5 questions you have generated and a description of how you analyzed them for feasibility
Your preliminary PICOT question and a description of each PICOT variable relevant to your question
At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections
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ADDITIONAL INSTRUCTIONS FOR THE CLASS
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- Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
- Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
- APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
- Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
- LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
- Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
- Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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Dependence On Substances Such As Tobacco

Week 6: SBIRT: Screening, Brief Intervention, and Referral to Treatment Presentation

Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based practice intervention used to identify, reduce, and prevent problematic use, abuse, and dependence on substances such as tobacco, alcohol and illicit drugs. The SBIRT model was incited by an Institute of Medicine (IOM) recommendation that called for community-based screening for health risk behaviors. The purpose of this assignment is to integrate SBIRT into nursing practice to help stimulate positive change at the individual and population focused level of care.

Background information

SBIRT consists of three major components.

1. Screening—A healthcare professional assesses a patient for concerning behaviors using standardized screening tools. Screening can occur in any healthcare setting.

2. Brief Intervention—A healthcare professional engages a patient in a short conversation, providing feedback and advice regarding concerning behaviors.

3. Referral to Treatment—A healthcare professional provides a referral to resources and/or treatment options and additional services available (Substance Abuse and Mental Health Services Administration [SAMHSA], n.d.)

Directions

1. Prior to starting the presentation, you are to read the assigned training.

2. SBIRT Education. (n.d.). Overview of screening, assessment and brief intervention: a nursing response to the full spectrum of substance use. Retrieved from /orders/hospitalsbirt.webs.com/nursingsbirt.htm (Links to an external site.)Links to an external site.

· Choose “Watch On Demand Recording”

· Start at minute 9:08/slide 12, end at 1hr 27 sec. (slide 80)

3. Or you may go directly to the YouTube video:

4. SBIRT Education. (2015, May 10). Overview of SBIRT: a nursing response to the full spectrum of substance use [Video File]. Retrieved from Overview of SBIRT: A Nursing Response to the Full Spectrum of Substance Use (Links to an external site.)Links to an external site.

5. Use this BNI checklist for the role play at the end: BNI Checklist (Links to an external site.)Links to an external site. SBIRT Education. (n.d.). Brief negotiated interview checklist [PDF Document]. Retrieved from /orders/hospitalsbirt.webs.com/nursingsbirt.htm (Links to an external site.)Links to an external site. You are encouraged to review the assignment tutorial found at the end of the Academic Integrity Reminder.

6. Next, choose one addiction or problem to focus on for this assignment from the options below.

· Opioid abuse

· Drug use (prescription or illicit)

· You must be specific to which drug you are choosing

7. You are required to use one of the problems listed above. Assignments that do not follow the current guidelines or use the required forms or templates will be evaluated for evidence of an academic integrity violation. After the due date, there will be no opportunity for revision or resubmission of assignments that have been uploaded to the submission area. It is your responsibility to submit the correct assignment to the correct submission area.

8. After you have chosen the addiction/problem, you are to research SBIRT training specific to that problem/addition. Before starting to work on the presentation, it is vital you understand how SBIRT is used with that particular addiction/problem. You must find at least two scholarly resources (other than readings assigned in the course) and one video resource. Search YouTube for one SBIRT training video from a reputable source that shows a provider using SBIRT with a patient. Watch this video so that you understand the steps of SBIRT.

9. You may choose to complete this assignment as a PowerPoint poster or PowerPoint multiple slide presentation. Download the SBIRT PowerPoint poster (Links to an external site.)Links to an external site. or slide presentation template (Links to an external site.)Links to an external site..

10. Length: The poster should be one page with all boxes on template complete. The slide presentation should be no more than twelve slides, not including the title and references slides.

Guidelines

Below are the requirements needed for successful completion of the SBIRT: Screening, Brief Intervention, and Referral to Treatment presentation.

1. Introduction to the problem and/or addiction: Clearly identify the problem, and discuss specific statistics from your community related to this problem. You may use city or county data. For example, if you choose tobacco use, you should find the tobacco use rate in your city or county.

2. Problem description : Utilize one scholarly reference (not assigned in this course) to describe this problem/addiction. Discuss reasons why this may be a problem in your community. Cite all sources.

3. SBIRT description: Utilize at least one scholarly reference different from the one selected for the problem description above, and not assigned in this course, to describe how SBIRT is used with this specific addiction/problem. Identify specific steps and questions that are used.

4. Video: Locate and describe at least one video that demonstrates SBIRT related to the addiction you chose.

5. Citation: Cite all sources.

6. Community resources: Describe at least two available community resources to which you may refer people who have this problem or an increased potential for acquiring this problem. You are to provide the names of these resources and brief descriptions. You may use online resources if community resources are not available.

7. Conclusion/future implications for nursing: Provide a summary of your findings. Discuss the use of SBIRT in nursing practice.

8. References: Provide all references for all sources utilized. Use APA format, however, a hanging indent is not necessary.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this presentation.

· Review directions thoroughly.

· We recommend that you use one of the linked templates. Replace the placeholder text with your own content. Use a black or colored font that is easy to read.

· Be creative. You may choose a design (from design tab) to enhance visual appeal.

· Incorporate graphics, clip art, or photographs to increase interest.

· Use short bullet points and large font for easier reading. For PowerPoint slides, use no more than eight lines per slide and no more than eight words per line.

· Do not use the notes are in the PowerPoint format (they are not visible in Canvas-Speedgrader)

· Cite all sources within the slides or poster with (author, year) as well as on the Reference slide or section.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

Reference

Substance Abuse and Mental Health Services Administration (SAMHSA). (n.d.). SBIRT: Screening, Brief Intervention, and Referral to Treatment.

Week 6 SBIRT Assignment

Transcript

Rubric

NR443 SBIRT Presentation

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeIntroduction to problem

25.0 pts

Problem is adequately identified and statistical data about the problem in student’s community is clearly presented.

22.0 pts

Problem is adequately identified and statistical data presented, but data is not from the student’s community.

20.0 pts

Problem is identified and statistical data is presented but data is not relevant to this problem

10.0 pts

Problem is not clear or statistical data is not presented.

0.0 pts

Problem is not identified and statistical data is not presented.

25.0 pts

This criterion is linked to a Learning OutcomeProblem support with scholarly literature and problem rationale.

45.0 pts

Thoroughly presents at least one scholarly reference (not assigned in this course) to describe this problem and discusses relevant reasons why this is a problem in student’s community.

40.0 pts

Adequately presents at least one scholarly reference (not assigned in this course) to describe this problem and discusses reasons why this is a problem in student’s community.

36.0 pts

Presents a scholarly source that is not clearly relevant to problem and reasons for problem are described.

17.0 pts

Scholarly source is not presented or reasons for problem are not described.

0.0 pts

Scholarly source is not presented and reasons for problem are not described.

45.0 pts

This criterion is linked to a Learning OutcomeSBIRT

55.0 pts

Thoroughly addresses all of the following elements: • Utilizes at least one scholarly reference (not assigned in this course) to describe how SBIRT is used with this problem. • Identifies specific steps and questions that are used. • Describes at least one video that demonstrates SBIRT related to the problem discussed.

48.0 pts

Adequately addresses all of the elements listed in the first column.

44.0 pts

Missing one element listed in the first column.

21.0 pts

Missing two elements listed in first column.

0.0 pts

Does not address any of the elements listed in first column OR is not on one of the assigned addiction/problems.

55.0 pts

This criterion is linked to a Learning OutcomeCommunity Resources

40.0 pts

Thoroughly addresses all of the following elements: • two relevant community resources that could be used as a referral identified • provides the names of these resources • includes brief description of each referral resource

35.0 pts

Adequately addresses all of the elements listed in the first column.

32.0 pts

Missing one element listed in the first column.

15.0 pts

Missing two elements listed in the first column.

0.0 pts

Community resources not addressed.

40.0 pts

This criterion is linked to a Learning OutcomeConclusion and Future Implications

25.0 pts

Thoroughly summarizes findings. Discusses the implications for the use of SBIRT in nursing practice.

22.0 pts

Adequately summarizes findings and use of SBIRT in nursing practice

20.0 pts

Summarizes findings but does not discuss use of SBIRT in nursing practice.

10.0 pts

Discusses use of SBIRT in nursing practice but does not summarize findings.

0.0 pts

Summary and use of SBIRT in nursing practice not present.

25.0 pts

This criterion is linked to a Learning OutcomeMechanics and organization

20.0 pts

Excellent mechanics and organization with minimal errors of the following: • well organized and logical, • appealing to eye, • includes creativity, • font is easy to read (short bullet points rather than sentences or paragraphs), • correct grammar, punctuation, and spelling, • professional wording is used.

18.0 pts

Good mechanics and organization considering the elements listed in the first column. A few errors noted.

16.0 pts

Fair mechanics and organization considering the elements listed in the first column. Some errors noted.

8.0 pts

Poor mechanics and organization considering the elements listed in the first column. Many errors noted.

0.0 pts

Very poor mechanics and organization considering the elements listed in the first column such that it is difficult to follow or understand.

20.0 pts

This criterion is linked to a Learning OutcomeAPA

15.0 pts

Excellent APA formatting with minimal errors of the following: • all sources cited on the slide or poster • all references listed in place provided in APA format • no more than one short quotation, and • length is no more than 12 slides for PowerPoint, excluding title and reference slides. For poster one page

13.0 pts

Good APA formatting considering the elements listed in the first column. A few APA errors noted.

12.0 pts

Fair APA formatting considering the elements listed in the first column. Some APA errors noted.

6.0 pts

Poor APA formatting considering the elements listed in the first column. Many APA errors noted.

0.0 pts

Very poor APA formatting such that paper is difficult to read. Numerous APA errors noted.

15.0 pts

Total Points: 225.0

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