Practicum Experience Plan

Practicum Experience Plan

Practicum Experience

As you establish your goals and objectives for this course you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice.

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced nurse practitioner. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep adult health guidelines and best practices in mind.

To prepare:

  • Review your FNP or AGPCNP Clinical Skills and Procedures Self-Assessment Form you submitted in Week 1 and think about areas for which you would like to gain application-level experience and/or continued growth as a nurse educator. How can your experiences in the Practicum help you achieve these aims?
  • Review the information related to developing objectives provided in this week’s Learning Resources.  Your practicum learning objectives that you want to achieve during your Practicum experience must be:
    • Specific
    • Measurable
    • Attainable
    • Results-focused
    • Time-bound
    • Reflective of the higher-order domains of Bloom’s taxonomy (i.e., Application level and above)

Note: please make sure your objectives are outlined in your Practicum Experience Plan (PEP).

  • Discuss your professional aims and your proposed Practicum Objectives with your Practicum Preceptor to ascertain if the necessary resources are available at your Practicum site.

Assignment:

Record the required information in each area of the Practicum Experience Plan,  including 3–4 practicum learning objectives you will use to facilitate your learning during the Practicum experience.

By Day 7

Submit the Practicum Experience Plan for assessment and faculty approval.

When your Instructor has approved your plan, forward the signed PEP to your Preceptor and retain a copy for your records.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK2Assgn2+last name+first initial.(extension)” as the name.
  • Click the Week 2 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 2 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn2+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:
Week 2 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 2 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:
Week 2 Assignment 2

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Professional Capstone

Benchmark – Professional Capstone And Practicum Reflective Journal

Professional Capstone

Professional Capstone

Professional Capstone

Professional Capstone

Topic 10 journal reflective

Details:

Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:

1. New practice approaches

2. Intraprofessional collaboration

3. Health care delivery and clinical systems

4. Ethical considerations in health care

5. Population health concerns

6. The role of technology in improving health care outcomes

7. Health policy

8. Leadership and economic models

9. Health disparities

Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.

Solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be 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 Turnitin. Please refer to the directions in the Student Success Center.

RUBRIC

 

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Benchmark – Professional Capstone and Practicum Reflective Journal 

  1 Unsatisfactory 0-71% 0.00% 2 Less Than Satisfactory 72-75% 75.00% 3 Satisfactory 76-79% 79.00% 4 Good 80-89% 89.00% 5 Excellent 90-100% 100.00%
100.0 %Content  
10.0 %New Practice Approaches New practice approaches are not present. New practice approaches are present, but incomplete or otherwise lacking in required detail. New practice approaches are present. Some minor details or elements are missing but the omission(s) do not impede understanding. New practice approaches are present and complete. The submission provides the basic information required. New practice approaches are present, complete, and incorporates additional relevant details and critical thinking to engage the reader.  
10.0 %Intraprofessional Collaboration (4.3) Intraprofessional collaboration information is not present. Intraprofessional collaboration information is present, but incomplete or otherwise lacking in required detail. Intraprofessional collaboration information is present. Some minor details or elements are missing but the omission(s) do not impede understanding. Intraprofessional collaboration information is present and complete. The submission provides the basic information required. Intraprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.  
10.0 %Health Care Delivery And Clinical Systems (4.1) Health care delivery and clinical systems information is not present. Health care delivery and clinical systems information is present, but incomplete or otherwise lacking in required detail. Health care delivery and clinical systems information is present. Some minor details or elements are missing but the omission(s) do not impede understanding. Health care delivery and clinical systems information is present and complete. The submission provides the basic information required. Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.  
10.0 %Ethical Considerations In Health Care (5.4) Ethical considerations in health care information is not present. Ethical considerations in health care information is present, but incomplete or otherwise lacking in required detail. Ethical considerations in health care information is present. Some minor details or elements are missing but the omission(s) do not impede understanding. Ethical considerations in health care information is present and complete. The submission provides the basic information required. Ethical considerations in health care information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.  
10.0 %Population Health Concerns (5.3) Population health concerns information is not present. Population health concerns information is present, but incomplete or otherwise lacking in required detail. Population health concerns information is present. Some minor details or elements are missing but the omission(s) do not impede understanding. Population health concerns information is present and complete. The submission provides the basic information required. Population health concerns information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.  
10.0 %The Role Of Technology In Improving Health Care Outcomes (4.3) Information on the role of technology in improving health care outcomes is not present. Information on the role of technology in improving health care outcomes is present, but incomplete or otherwise lacking in required detail. Information on the role of technology in improving health care outcomes is present. Some minor details or elements are missing but the omission(s) do not impede understanding. Information on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required. Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.  
10.0 %Health Policy Health policy information is not present. Health policy information content is present, but incomplete or otherwise lacking in required detail. Health policy information content is present. Some minor details or elements are missing but the omission(s) do not impede understanding. Health policy information content is present and complete. The submission provides the basic information required. Health policy information content is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.  
10.0 %Leadership And Economic Models Information on leadership and economic models is not present. Information on leadership and economic models is present, but incomplete or otherwise lacking in required detail. Information on leadership and economic models is present. Some minor details or elements are missing but the omission(s) do not impede understanding. Information on leadership and economic models is present and complete. The submission provides the basic information required. Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.  
10.0 %Health Disparities (1.5) Information on health disparities is not present. Information on health disparities is present, but incomplete or otherwise lacking in required detail. Information on health disparities is present with minor elements missing that do not impede understanding. Information on health disparities is present and complete. The submission provides the basic information required. Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.  
5.0 %Presentation The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional.  
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.  
100 %Total Weightage    

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Professional Capstone

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Community Assessment

Community Assessment

Community Assessment

Community Assessment

I need a quality paper, this is instruction”

This activity is intended for undergraduate nursing students. In this activity, students will observe, think critically about, and report health issues in diverse community environments.

Community health nursing can improve access to care for the most vulnerable and hard-to-reach groups in any country. The community health nurse should combine knowledge of major indicators of health, social factors that contribute to declining health status, and public programs designed to address problems of health care. Efforts should encompass all levels of prevention (primary, secondary, tertiary) and should address the needs of the individual, family, aggregate, and community.

A Formal APA Paper

Utilizing the 8 Sentinel City subsystems you have been working on throughout this class(education, economics, transpotation, politics,….), write your assessment, analysis, nursing diagnosis, plan, and evaluation method (per the rubric) in APA format.

You do not need an abstract. The order of the paper is as follows:

the title page, the body of the paper (4-5 pages), a reference page.

You need to submit to Safe-Assign without the title page, or the reference page to get your originality score.

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The Nurse As Advocate

The Nurse As Advocate

Whether nurses are advocating for their patients, health care, and/or policies that improve people’s lives, the advocacy processes have commonalities that transcend the subject of their advocacy. There are also differences, although these differences may be more nuanced than obvious.

Tasks:

Write a 5-page brief to answer the following questions. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources.

Read the following chapters from your course textbook:

  • Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware Senate
  • Taking Action: A Nurse in the Board Room

Answer the below questions:

  • Describe what you believe to be the drivers for each of the individuals? What factors led them to become advocates?
  • Discuss the challenges that each of them identified in their writings.
  • Analyze these drivers and challenges and compare them with your own experience to date as an advocate. In what ways do you believe that you can expand your advocacy skills within the next five years?

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Psychotherapy

Psychotherapy

Psychotherapy

  • Select one of the psychodynamic therapy articles below to evaluate for this Assignment.

 

Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503

Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332

LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982

Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507

Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375

 

In a 5- to 10-slide PowerPoint presentation, address the following:

  • Provide an overview of the article you selected.
    • What population is under consideration?
    • What was the specific intervention that was used? Is this a new intervention or one that was already used?
    • What were the author’s claims?
  • Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?
  • Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature.

     

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Assignment 1: Case Study Assignment

Assignment 1: Case Study Assignment

Assignment 1: Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment.

Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test.

In this Case Study Assignment, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

To Prepare

· By Day 1 of this week, you will be assigned to a specific case study

CASE STUDY 1: Focused Ear Exam 

· Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked. He has complained to her about a mild earache for the past 2 days. His grandmother believes that he feels warm but did not verify this with a thermometer. James states that the pain was worse while he was falling asleep and that it was harder for him to hear. When you begin basic assessments, you notice that James has a prominent tan. When you ask him how he’s been spending his summer, James responds that he’s been spending a lot of time in the pool.

· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case.

With regard to the case study you were assigned:

· Review this week’s Learning Resources and consider the insights they provide.

· Consider what history would be necessary to collect from the patient.

· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

 

The Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources.

Provide evidence from the literature to support diagnostic tests that would be appropriate for each case.

List five different possible conditions for the patient’s differential diagnosis and justify why you selected each

 

book link

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Week 3 Assignment

Week 3 Assignment: Course Project Part 1: Selection Of Topic

Week 3 Assignment

Week 3 Assignment

Week 3 Assignment

Week 3 Assignment

Purpose

The purpose of this assignment is to apply concepts in transcultural culturally competent nursing throughout the lifespan.

Course Outcomes

This assignment enables the student to meet the following course outcome:

  • CO 1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO 1)
  • CO 3: Describe culturally competent nursing care across the lifespan. (PO 4)

Project Overview

  1. There are three parts to the project.
  2. There will be graded Project Check-ins that correlate to each part.
  3. The topic selected in Part 1 will be the same one used in parts 2 and 3.
  4. Review the table below for overview and due dates with each topic.
  5. Carefully review the instructions, templates, and rubrics for each of the three parts as you begin this Course Project.
  6. Contact your instructor with questions.

Directions

  • You will use the same approved population and health problem for all the Project Check-Ins and Course Project Parts 1, 2, and 3. Approval is in Week 3: Course Project Part 1 Check-In. 
  • Download the required Course Project Part 1 Template below.
  • Save it to your computer with the file name: Your Last Name NR394 Course Project Part 1.docx
  • View the Course Project Part 1 tutorial.
  • Assignment contents include:
    • Community Cultural Needs
      1. Describe specific culture/ethnic population selected in detail.
      2. Describe rationale for selecting this population.
      3. Describe a cultural/ethnic need within your area, clinical practice, or community.
      4. Describe a health issue from your chosen cultural population that is based on the Leading Health Indicator (LHI) priorities from Healthy People in detail.
    • Details of the Health Issue
      1. Describe how the health issue is based on the Leading Health Indicator (LHI) priorities from Healthy People.
      2. Describe the reason why the health issue was selected.
      3. Why it is important to focus on this health issue?
    • Clinical Impact
      1. How can this content be related to clinical practice in general?
      2. How do the cultural community needs and details of the health issue impact your area, clinical practice, or community?
  • After you have developed your responses, type your responses directly in your saved Course Project Part 1 Template.
  • Use instructor feedback from the check-in.
  • Please reach out to your instructor with any questions or concerns.
  • Please use your browser’s File setting to save or print this page
  • Spell check for spelling and grammar errors prior to final submission.
  • Use the rubric as a final check prior to submission to ensure all content is clearly addressed.

Website HealthyPeople.gov Leading Health Indicators website

Scholarly Source and Citations

  • Scholarly source is required
  • Cite all sources in APA format

**Academic Integrity**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

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Critical Reasoning Week 5 Discussion

Critical Reasoning Week 5 Discussion

This is a graded discussion: 25 points possible due Aug 10 at 1:59am

Week 5 Discussion: In My Opinion 47 47

Required Resources Read/review the following resources for this activity:

Initial Post Instructions Consider one of the following current social issues – or one of your choice:

For the initial post, address the following:

The initial post is not about how “correct” your position is; it is about how you arrived at your position on the issue. This discussion requires application of metacognition – thinking about how you think.

Follow-Up Post Instructions

Textbook: Chapter 10, 11 Lesson Minimum of 1 scholarly source (in addition to the textbook)

Opioid crisis Legalization of recreational or medical marijuana Vaping Immigration Elimination of the electoral college Gun control

State your position on one of these issues – are you for, against, or neutral? Explain why. Avoid vagueness or ambiguity in your response. Make your position very clear. Examine how you have formed that opinion.

How well do you think you know the facts? Do you know and understand statistical information that applies to the issue? Do you think you have formed your opinion using only System-1 thinking, or have you applied System-2? What part have heuristics, cognitive bias, and dominance structuring played in how you have formed your opinions?

8/6/20, 11:11 PM Page 1 of 52

Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification.

In your responses, look for another student’s post, either on the same or a different issue. Choose, where possible, a peer whose initial post has not yet been examined by another student, and examine it. Do you agree or disagree with your peer?

You should also look at responses to your initial post:

You may find that just the minimum three posts are not sufficient to discover whether you can identify these elements. You will have to make a judgement call: do the minimum three and miss out on the deep thinking required by this exercise, or go beyond the minimum three and really begin to understand your thought processes and the concept of critical thinking.

A very valuable final post would be to discuss your judgment call: perhaps you “got it” in three; perhaps you opted for more than three; perhaps other demands on your time did not allow you to exercise as much deep thinking as you would have liked to do. Perhaps you did not see much value in the discussion – a very valuable final post would be a brief statement of why you found it so. Do not be shy about critiquing the exercise. Look at “A Poorly Crafted Assignment” in section 11.1 of the text in which the authors critique a similar assignment.

Writing Requirements

Grading This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Course Outcomes (CO): 2, 4, 5, 6

Due Date for Initial Post: By 11:59 p.m. MT on Wednesday

Is your initial reaction to your peer “So, right; you bet!” or is it “So wrong, you’re all wet!” Examine carefully your thinking in response to your peers:

What part, if any, have facts, heuristics, or dominance structuring played in your response? What part, if any, has cognitive bias played in your response?

Did your peer fairly evaluate you? Discuss this with your peer.

Minimum of 3 posts (1 initial & 2 follow-up) Minimum of 2 sources cited (assigned readings/online lessons and an outside source) APA format for in-text citations and list of references

Link (webpage): Discussion Guidelines

8/6/20, 11:11 PM Page 2 of 52

Search entries or author

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Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday

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(/orders/chamberlain.instructure.com/courses/65138/users/97891)Sonja Sheffield (Instructor) Jun 22, 2020

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Greetings Students,

You are only required to post an initial answer post and ONE follow-up post in each required discussion, each week.

Please make your TWO posts each week between Monday and Sunday. Your posts must occur on different days with the first post occurring by Wednesday. If there are extenuating circumstances, please communicate with your professor.

Systems Thinking is a new term for many individuals. There are many ways of thinking and this comes as a surprise to some people. This is because our previous training and experience often locks us into a particular way of thinking about a situation.

It is very useful to have different tools of thought in order to set about thinking about the situation, exploring new angles, trying out different boundaries and generating a more rounded appreciation of the situation, however complicated, familiar or unusual. A very important part of this ability to explore and value others’ points of view, trying out their perspectives and incorporating their insights. All these features characterize systems thinking.

Two points about these ways of thinking are worth mentioning. First, they are the basis for genuine intellectual skills; second, some of them may initially appear strange and feel decidedly awkward. Others you will find, more naturally. Which ones proved easy or difficult will depend on your existing patterns of thought. This means that you will not be able to decide how useful a particular tool will be until you have acquired a reasonable measure of proficiency and tried it on some actual problems. Which tools work for you will also depend on the sorts of problem you encounter.

Systems thinking is useful for investigating complex situations. It involves a holistic approach that looks at the behavior of wholes, and the many interconnections between the components,

Top

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8/6/20, 11:11 PM Page 3 of 52

Edited by Sonja Sheffield (/orders/chamberlain.instructure.com/courses/65138/users/97891) on Jun 22 at 12:39pm

using a variety of methods. Some of these methods are systematic and orderly but in general systematic thinking is more prevalent where situations are broken down into parts and mostly simple, linear cause and effect relationships examined.

Let’s consider cognitive biases. By utilizing critical thinking and understanding cognitive biases, you will be able to form an argument.

At this point you have learned a lot about how to think critically. Now you should be able to write critically. When you are writing critically, you will be able to word your thoughts better, and your paragraphs will be more useful – it won’t just be about word count anymore, but the word counts will be met regardless.

Consider the following series of questions to ask yourself.

We already learned about how to determine whether an argument is valid, but you also need to be able to defend your arguments with premises and supporting details. If you cannot do this, your point of view will be easy to poke holes in and will collapse like a house of cards.

Think about your responses to some of the above when you start preparing your essay.

Reference

e-Book – Lovell, S. (2018) How to improve your critical thinking skills.

Is your idea/argument a good or bad one? Is my argument valid and defensible? Is it the opposite?

It is my position on the issue rational and reasonable? Do I deal with the complexity of the situation or do I only utilize clichés and stereotypes to make my point? Do I touch deeper points, or do I only scraped the surface when talking about my topic? Do I address the other points of view properly? Do I question my own ideas and test them for validity? Do I have specific goals in mind with this writing? Is the purpose of my writing clear and easily found? What questions does this essay answer? What questions are explored? From what perspective is my argument? Where did I get my information? Are the sources valid? Was the information consistent in all of my sources? What concepts are central in my line of thinking? What conclusions am I making? What premises do I include? Am I making any assumptions? Are these assumptions that I should be making?

8/6/20, 11:11 PM Page 4 of 52

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(/orders/chamberlain.instructure.com/courses/65138/users/145323)

Ashlyn Nichols (/orders/chamberlain.instructure.com/courses/65138/users/145323) Monday

!

Hello Everyone,

I decided to select the issue gun control. Gun control is a touchy topic within the United States. I am against stricter gun laws within the United States. I grew up in the country with a father that always carried a registered firearm everywhere he went. Personally it made me feel safe when entering a bad neighborhood or new area we haven’t visited before. I am against stricter gun laws mainly for a couple reasons. With establishing these laws the people following them are already law abiding citizens, and the ones that will continue to do what they please are the individuals causing crime and harm in the community. Secondly, “gun control laws infringe upon the right to self-defense and deny people a sense of safety” (Pros & Cons, 2020). Without citizens having a sense of safety it could alter individuals well being and their willingness to go out in public. Lastly I believe more gun control is not needed; education about guns and gun safety is needed to prevent accidental gun deaths in the United States (Pros & Cons, 2020). I feel that I am fairly educated on the topic but definitely could use more information regarding the pros and cons on stricter gun control laws. I feel as if my opinion is biased because I was raised in a family that was against stricter gun laws. When researching statistics on gun control there is a lot of data collected on this issue. Yes, I do understand the statistical side of this issue. For example, “Mexico has some of the strictest gun control laws in the world and yet, in 2012, Mexico had 11,309 gun murders (9.97 gun homicides per 100,000 people) compared to the United States that had 9,146 gun homicides (2.97 per 100,000 people)” (Pros & Cons, 2020). I believe these statistics are very informing and easy to understand and comprehend. I believe I have formed my opinion based on system-1 thinking because it was unconscious and quick, it took little to no effort for me to form this opinion.

“Heuristics is a mental shortcut that allows people to solve problems and make judgments quickly and efficiently” (Cherry, K., 2020). When developing my opinion, I based it on past events in my child hood where my dad played a major role in establishing gun rights. So, when asked about “stricter gun laws” I instantly establish my opinion against them.

8/6/20, 11:11 PM Page 5 of 52

” Reply &

“Cognitive bias is a systematic error in thinking that occurs when people are processing and interpreting information in the world around them and affects the decisions and judgments that they make. dominance structuring” (Cherry, K., 2020). Yet my opinion varies from others I think it is important to remember everyone has a different view on things and that is okay. When looking at the pros and cons towards stricter gun laws I feel as if I see both views. Looking at a situation or topic from a different aspect is extremely important when formulating an opinion. “Dominance structuring is the psychological process through which humans achieve confidence in their decisions” (Facione, P. & Gittens, C. A., 2016). I feel confident in my pinion towards stricter gun control laws. I feel as if I stand up for those individuals that follow the law and act in a professional manner while carrying a firearm. Not all individuals are dangerous that carry a gun, I simply look at it as a protection device.

References:

Cherry, K. (2020, January 10). How Heuristics Help You Make Quick Decisions or Biases. Retrieved August 03, 2020, from /orders/www.verywellmind.com/what-is-a-heuristic-2795235

Facione, P. & Gittens, C. A. (2016). Thinking critically. 3 . Ed. Pearson:Boston, MA.

Pros & Cons – ProCon.org. (2020, June 12). Retrieved August 03, 2020, from /orders/gun- control.procon.org/

rd

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

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  • 3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
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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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Policy Brief

750-1000 Word Summary Policy Brief

Policy Brief

Policy Brief

Policy Brief

Policy Brief

Policy Brief

Policy Brief

Policy Brief

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O502 Benchmark – Policy Brief 120.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%) Comments Points Earned
Content 80.0%
Description of Policy Health Issue 20.0% Description of the policy issue is omitted. An incomplete description of the policy issue is presented. The origin of this policy is unclear. There is no evidence that this policy creates a health issue, or that it is an issue for the population selected. The level at which the issue occurs has not been identified. There are major inaccuracies. A description of the policy issue is summarized. The origin of the policy is described, but it is unclear why the policy creates a health issue for the population selected. The level at which the issue occurs is identified. There are some inaccuracies. More information and rationale are needed. A general description of the policy issue is presented. The origin of the policy is described and a correlation between the policy and the health issue for the population selected is established. The level at which this occurs is discussed. Some rationale or detail is needed for clarity. A detailed description of the policy issue is presented. The origin of the policy is described and a strong correlation between the policy and the health issue for the population selected is established. The level at which this occurs is discussed. Strong rationale and evidence are offered for support. Insight into the policy health issue is demonstrated.
Problem Statement 20.0% A problem statement is not included. A problem statement is present but lacks detail or is incomplete. Subject knowledge is unclear or inconsistent. A problem statement is present. Some subject knowledge is evident.r A problem statement is included, and subject knowledge is competent. A problem statement is thoroughly developed with supporting details.
Suggestions for Addressing the Policy Health Issue (C 1.4 Participate in health care policy development to influence nursing practice and health care.) 20.0% Suggestions for addressing the policy health issue are not included. Suggestions for addressing the policy health issue are incomplete. Suggestions do not include all assignment criteria. The suggestions do not support policy change for the policy health issue. Suggestions for addressing the issue are present. Some subject knowledge is evident. Most assignment criteria are met. The suggestions generally outline steps for policy change. More information or evidence is needed. Suggestions for addressing the issue are present, and subject knowledge is competent. All assignment criteria are met. The suggestions outline steps for policy change. Minor detail is needed for clarity. Suggestions for addressing the issue are thoroughly developed with supporting details. All assignment criteria are met and well-supported. The suggestions are well-supported and offer clear steps for initiating policy change.
Impact on Health Care Delivery System 20.0% A discussion on the impact on the health care delivery system is not included. A discussion on the impact on the health care delivery system is present but lacks detail or is incomplete. Subject knowledge is unclear or inconsistent. A discussion on the impact on the health care delivery system is present. Some subject knowledge is evident. A discussion on the impact on the health care delivery system is present, and subject knowledge is competent. A discussion on the impact on the health care delivery system is thoroughly developed with supporting details.
Organization, Effectiveness, and Format 20.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

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Patient Preferences And Decision Making

Discussion: Patient Preferences And Decision

Patient Preferences And Decision Making

Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.

What has your experience been with patient involvement in treatment or healthcare decisions?

In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.

To Prepare:

  • Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
  • Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at /orders/decisionaid.ohri.ca/.
    • Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.

NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.

Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.

Rubric:

 

Main Posting–

Levels of Achievement:Excellent 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.Good 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.Fair 35 (35%) – 39 (39%) Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.Poor 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.Feedback:

Main Post: Timeliness–

Levels of Achievement:Excellent 10 (10%) – 10 (10%) Posts main post by day 3.Good 0 (0%) – 0 (0%)  Fair 0 (0%) – 0 (0%)  Poor 0 (0%) – 0 (0%) Does not post by day 3.Feedback:

First Response–

Levels of Achievement:Excellent 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.Good 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.Fair 13 (13%) – 14 (14%) Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.Poor 0 (0%) – 12 (12%) Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.Feedback:

Second Response–

Levels of Achievement:Excellent 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.Good 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.Fair 12 (12%) – 13 (13%) Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.Poor 0 (0%) – 11 (11%) Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.Feedback:

Participation–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.Good 0 (0%) – 0 (0%)  Fair 0 (0%) – 0 (0%)  Poor 0 (0%) – 0 (0%)

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