Nursing Theories

Nursing Theories

Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10-15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:

1. Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.

2. Explain how the nursing theory incorporates the four metaparadigm concepts.

3. Provide three evidence-based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each. Nursing Theories

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

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While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

RUBIC

A detailed overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is strongly demonstrated. A detailed explanation of how the theory proves the conceptual model is presented.
A through explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Compelling evidence is provided for support.
Three evidence-based examples are provided. The examples are relevant and clearly demonstrate how the nursing theory supports nursing practice. Strong rationale and evidence are offered that demonstrate support for each example. Nursing Theories
The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Writer is clearly in control of standard, written, academic English. Nursing Theories
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10-15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:

1. Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.

2. Explain how the nursing theory incorporates the four metaparadigm concepts.

3. Provide three evidence-based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each. Nursing Theories

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

RUBIC

A detailed overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is strongly demonstrated. A detailed explanation of how the theory proves the conceptual model is presented.
 
A through explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Compelling evidence is provided for support.
 
Three evidence-based examples are provided. The examples are relevant and clearly demonstrate how the nursing theory supports nursing practice. Strong rationale and evidence are offered that demonstrate support for each example.
 
The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Nursing Theories
 
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
 
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
 
Writer is clearly in control of standard, written, academic English. Nursing Theories
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error Nursing Theories

Leadership Theories In Practice

Leadership Theories In Practice

A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject. Leadership Theories In Practice

However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.

Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization. Leadership Theories In Practice

To Prepare:

  • Review the Resources and examine the leadership theories and behaviors introduced.
  • Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
  • Reflect on the leadership behaviors presented in the three resources that you selected for review. Leadership Theories In Practice

QUESTION

Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace Leadership Theories In Practice

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Leadership is the ability to guide, motivate, and inspire a group or organization toward the achievement of a common goal (Marshall & Broome, 2017). Effective leadership is the key for an organization to thrive. “Transformational leadership is a process through which leaders influence others by changing the understanding of others of what is important (Marshall & Broome, 2017). They are role models and inspire others to achieve extraordinary goals with their charisma, commitment, communication, creativity, and credibility (Marshall & Broome, 2017). A few key insights to becoming a successful leader is to act with integrity, set realistic goals, use effective communication, encourage and inspire others, and recognize the successes of your team members (AANAC, 2013). Leadership Theories In Practice

Example of Behaviors and Skills of a Leader

I work as a critical care float nurse and my current manager oversees all of the float nurses in the hospital. Since everyone usually works in different units around the hospital, she usually spends her day walking around the hospital to visit each float nurse to see if they need help with anything or have any issues that need addressed. Her leadership style can be described as servant leadership. Servant leadership describes leaders that influence and motivate others by building relationships and developing the skills of each individual team members (AANAC, 2013). Servant leaders also address each individual’s needs (AANAC, 2013). As a float, sometimes it can get really stressful, but our manager does a great job making sure we get the help we need. She also tries to build a community within our organization by hosting team building events outside of the workplace. It has been less than a year since she took this new leadership position, and it has already positively impacted the staff. The float staff have a more positive attitude and are receptive to the new changes that have been implemented. Leadership Theories In Practice

References

AANAC. (2013). Nursing leadership management & leadership styles. Retrieved from https://www.aanac.org/docs/white-papers/2013-nursing-leadership—management-leadership-styles.pdf?sfvrsn=4 Leadership Theories In Practice

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer Leadership Theories In Practice

Community Resources

Community Resources

Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.

As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. Community Resources

Professional Context

Many organizations work to better local and global communities’ quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.

This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization of interest. Community Resources

Demonstration of Proficiency

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

  • Competency 1: Analyze health risks and health care needs among distinct populations.
    • Explain how an organization’s work impacts the health and/or safety needs of a local community.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
    • Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Community Resources
    • Assess the impact of funding sources, policy, and legislation on an organization’s provision of services.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Write clearly and concisely in a logically coherent and appropriate form and style.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

Assume you are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of the work of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You have particular interest in one of these organizations but would like to know more about how it contributes to public health and safety improvements. In addition, you would like to report the results of your research in a scholarly paper that you could submit for publication.

As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. Community Resources

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Then, choose the organization or agency you are most interested in researching:

  • American Heart Association.
  • World Heart Federation.
  • Peace Corps.
  • American Red Cross.
  • Habitat for Humanity.
  • United Way.
  • Doctors Without Borders.
  • The Salvation Army.
  • United Nations Children’s Fund (UNICEF).
  • Federal Emergency Management Agency (FEMA).
  • Centers for Disease Control and Prevention (CDC).
  • Department of Homeland Security (DHS). Community Resources

Note: Remember that you can submit all, or a portion of, your draft research paper to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Research your chosen organization and submit a report of your findings.

Document Format and Length

Format your paper using APA style. Community Resources

  • Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:
    • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • Your paper should comprise 3–5 pages of content plus title and references pages.
Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications that support your research findings. Community Resources

Graded Requirements

The research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.

  • Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements.
    • Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.
  • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.
    • Consider the effects of social, cultural, economic, and physical barriers.
  • Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.
    • Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.
  • Explain how an organization’s work impacts the health and/or safety needs of a local community.   Community Resources
    • Consider how nurses might become involved with the organization.
  • Write clearly and concisely in a logically coherent and appropriate form and style.
    • Write with a specific purpose and audience in mind.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Additional Requirements

Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.

Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course Community Resources

Community Health Assessment

Community Health Assessment

A community health assessment (sometimes called a CHA), also known as community health needs assessment (sometimes called a CHNA), refers to a state, tribal, local, or territorial health assessment that identifies key health needs and issues through systematic, comprehensive data collection and analysis. Community health assessments use such principles as;

· Multisector collaborations that support shared ownership of all phases of community health improvement, including assessment, planning, investment, implementation, and evaluation

· Proactive, broad, and diverse community engagement to improve results Community Health Assessment

· A definition of community that encompasses both a significant enough area to allow for population-wide interventions and measurable results, and includes a targeted focus to address disparities among subpopulations

· Maximum transparency to improve community engagement and accountability

· Use of evidence-based interventions and encouragement of innovative practices with a thorough evaluation

· Evaluation to inform a continuous improvement process Community Health Assessment

· Use of the highest quality data pooled from and shared among, diverse public and private sources.

(Retrieved from  https://www.cdc.gov/publichealthgateway/cha/plan.html )

Windshield Survey:

“A  windshield survey is an informal method used by community health nurses to obtain basic knowledge about a given community. It provides a subjective view of the various physical characteristics of a communal area as observed while driving or walking through a neighborhood.

.”(Retrieved from;  Community Health Assessment

mynursingprofessionalportfolio.weebly.com/uploads/8/9/3/3/8933086/windshieldsurvey.docx ).

As stated in the syllabus please present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion board title  “Week 1 discussion questions”.  A minimum of 2 evidence-based references is required (not counting the class textbook) no older than 5 years. A minimum of 1000 words are required.  Make sure the assessment is based in the community where you live.  I don’t want community health assessment from other communities, once again it must be from the community you live.  Please mention the zip code of your community on the first page of the assignment

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Please follow the instructions given in the syllabus, “Discussion Question (DQ) Participation Guidelines” and “Discussion Question (DQ) Submission Guidelines

A community health assessment (sometimes called a CHA), also known as community health needs assessment (sometimes called a CHNA), refers to a state, tribal, local, or territorial health assessment that identifies key health needs and issues through systematic, comprehensive data collection and analysis. Community health assessments use such principles as; Community Health Assessment

· Multisector collaborations that support shared ownership of all phases of community health improvement, including assessment, planning, investment, implementation, and evaluation

· Proactive, broad, and diverse community engagement to improve results

· A definition of community that encompasses both a significant enough area to allow for population-wide interventions and measurable results, and includes a targeted focus to address disparities among subpopulations

· Maximum transparency to improve community engagement and accountability

· Use of evidence-based interventions and encouragement of innovative practices with a thorough evaluation Community Health Assessment

· Evaluation to inform a continuous improvement process

· Use of the highest quality data pooled from and shared among, diverse public and private sources.

(Retrieved from  https://www.cdc.gov/publichealthgateway/cha/plan.html )

Windshield Survey:

“A  windshield survey is an informal method used by community health nurses to obtain basic knowledge about a given community. It provides a subjective view of the various physical characteristics of a communal area as observed while driving or walking through a neighborhood.

.”(Retrieved from;

mynursingprofessionalportfolio.weebly.com/uploads/8/9/3/3/8933086/windshieldsurvey.docx ).

As stated in the syllabus please present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion board title  “Week 1 discussion questions”.  A minimum of 2 evidence-based references is required (not counting the class textbook) no older than 5 years. A minimum of 1000 words are required.  Make sure the assessment is based in the community where you live.  I don’t want community health assessment from other communities, once again it must be from the community you live.  Please mention the zip code of your community on the first page of the assignment.

Please follow the instructions given in the syllabus, “Discussion Question (DQ) Participation Guidelines” and “Discussion Question (DQ) Submission Guidelines Community Health Assessment

Osteoporosis

Osteoporosis

Patient’s Chief Complaints “I’ve had back pain now for more than 5 weeks and I can’t stand it anymore. I’ve tried extra-strength ibuprofen, naproxen, and acetaminophen, and I’ve visited a chiropractor, but I don’t get any long-term relief.” History of Present Illness Mrs. I.A. is a very pleasant 63-year-old white woman of slight stature who has been referred to an orthopedic specialist by her PCP. She has been experiencing insidious back pain for 5–6 weeks. OTC analgesics provide temporary relief, but the pain is otherwise constant and aggravated by activity. She denies any obvious acute injury to her back, although she reports that she had a case of the flu with a prolonged and severe cough approximately one month ago. She also reports a vertebral fracture approximately five years ago. The patient has been an avid gardener for many years. Following the death of her husband 18 months ago, she has continued to live in her house and do all the household chores. Since her back pain began, she has been limited in her ability to do her household chores and gardening. Osteoporosis

Past Medical History The patient entered natural menopause at 52 years and has never used hormone replacement therapy. Currently, she has mild hot flashes and vaginal dryness. At age 58, she suffered a vertebral fracture at T10 by simply carrying a shopping bag. DEXA scans conducted at that time revealed the onset of osteoporosis. Her bone mass density T-scores at that time were: −3.33 lumbar spine, −2.24 right femoral neck, and −2.44 right radius. These scans represented a 6.1%, 6.9%, and 6.2% decrease in bone mass density in the previous 19 months in the lumbar spine, right femoral neck, and right radius, respectively. Her serum calcium concentration was low-normal at 8.5 mg/dL and serum alkaline phosphatase level was moderately increased at 290 IU/L. She was prescribed alendronate and a calcium supplement daily. The patient was diagnosed with a seizure disorder at age 22 years and is currently well controlled with phenytoin. She has had asthma since childhood. Her current asthma medications include a bronchodilator that she uses when needed, a daily steroid inhaler, and an oral corticosteroid that she uses about four times per year for 3–6 weeks when symptoms worsen. She also takes a daily multivitamin tablet and has 1–2 dairy servings every day. She has noticed a slight reduction in height in recent years, but denies any significant changes in weight. She had an appendectomy at 11 years of age.

Patient Case Question 1. Following her vertebral fracture at T10, the patient was prescribed alendronate and calcium. Which additional pharmacotherapeutic agent should have been prescribed? Patient Case Question 2. At the time of her previous DEXA scans 19 months ago, was osteoporosis present in the spine, femur, and radius? Patient Case Question 3. Based on the information provided so far, which type or types of osteoporosis does this patient have? Osteoporosis

Family History The patient has a positive family history of osteoporosis. Her older sister has experienced a hip fracture and her paternal aunt was diagnosed with an osteoporosis-related wrist fracture following a fall. Her mother was diagnosed with breast cancer at age 56, but died from lung cancer at age 69. She also suffered from high blood pressure and “high blood sugar.” Her father died at age 54 from AMI. Her brother (age 65) has HTN and high cholesterol, and her younger sister (age 57) has no known medical problems. Social History The patient smokes four cigarettes a day (down from 1 ½ ppd eight years ago) and drinks one glass of wine daily. Her main sources of dietary calcium are milk with her breakfast cereal and “some” cheese about three times a week.

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The patient is widowed and was married for 39 years until the death of her husband 1 ½ years ago. She has one son who is healthy. She had a miscarriage at age 19. She does most of her cooking and “watches what she eats.” She denies non-compliance with her medications. She gets very little weight-bearing exercise. She uses SPF 30 sunscreen to protect herself from sunburn and skin cancer every time that she spends more than 15 minutes in the sun. Review of Systems The patient denies any unusual bleeding, weakness, back spasms, shortness of breath, chest pain, fever, chills, heat or cold intolerance, and changes in her hair, skin, and nails. She reports vaginal dryness, occasional hot flashes and night sweats “maybe once every 6 months.” Medications Alendronate 10 mg po QD Calcium carbonate 1.25 g (500 mg calcium) po BID Multivitamin tablet po QD Phenytoin 100 mg po TID Albuterol MDI 2 puffs BID PRN Triamcinolone MDI 2 puffs QID Prednisolone 5 mg po BID PRN Osteoporosis

Allergies Codeine intolerance (nausea, vomiting) Sulfa drugs (rash) Aspirin (hives, wheezing) Cats (wheezing)

Patient Case Question 4. Which risk factors does this patient have that have made her susceptible to bone loss? Physical Examination and Laboratory Tests General The patient is an alert and oriented, cooperative 63-year-old white female of slight stature who walks with a normal gait and is in no apparent distress. She appears somewhat anxious. VS See Patient Case Table 79.1 Osteoporosis

Skin Fair complexion Color and turgor good No lesions

Head Normocephalic No areas of tenderness Slight hair thinning Eyes Conjunctiva clear PERRLA EOMI Funduscopic exam unremarkable Ears TMs pearly without bulging or retraction Throat Mucous membranes moist Clear without drainage or erythema Neck and Lymph Nodes No obvious nodes Thyroid non-tender without thyromegaly and no masses palpable (−) JVD No bony tenderness Full ROM without pain elicited Chest Normal chest excursion Clear to A & P Breasts WNL Mammography normal (3 months ago) Cardiac RRR (−) murmurs Normal S1 and S2 No S3 or S4 Abdomen Soft, NT/ND (+) BS (−) organomegaly or masses Genitalia/Rectum: Deferred Musculoskeletal/Extremities Good peripheral pulses bilaterally Point tenderness with palpation of bony prominence at L2 Limited flexion and extension of the back Significant lumbar lordosis Lateral bending unlimited and non-painful (−) kyphosis (−) deformity or swelling of joints Neurologic A & O × 3 Recent and remote memory intact Cranial nerves intact No focal motor deficits No gross sensory deficits DTRs 1 + and symmetric throughout Toes downgoing Patient Case Question 5. Which findings in the physical examination above are consistent with a diagnosis of osteoporosis

Educational Program On Risk Management

Educational Program On Risk Management

The purpose of this assignment is to create an educational program that supports the implementation of risk management strategies in a health care organization.

In this assignment, you will develop an outline for an “in‐service”‐style educational risk management program for employees of a particular health care organization that will then form the basis for a PowerPoint presentation in Topic 5.

Select your topic for this educational session from one of the proposed recommendations or changes you suggested in the Risk Management Program Analysis – Part One assignment to enhance, improve, or secure compliance standards in your chosen risk management plan example. Educational Program On Risk Management

Create a 500‐word comprehensive outline that communicates the following about your chosen topic:

  1. Introduction: Identify the risk management topic you have chosen to address and why it is important within your health care sector.
  2. Rationale: Illustrate how this risk management strategy is lacking within your selected organization’s current risk management plan and explain how its implementation will better meet local, state, and federal compliance standards.
  3. Support: Provide data that indicate the need for this proposed risk management initiative and demonstrate how it falls under the organization’s legal responsibility to provide a safe health care facility and work environment.
  4. Implementation: Describe the steps to implement the proposed strategy in your selected health care organization. Educational Program On Risk Management
  5. Challenges: Predict obstacles the health care organization may face in executing this risk management strategy and propose solutions to navigate or preempt these potentially difficult outcomes.
  6. Evaluation: Outline your plan to evaluate the success of the proposed risk management program and how well it meets the organization’s short-term, long-term, and end goals.
  7. Opportunities: Recommend additional risk management improvements in adjacent areas of influence that the organization could or should address moving forward.

You are required to incorporate all instructor feedback from this assignment into Educational Program on Risk Management Part Two ‐ Slide Presentation assignment in Topic 5. To save time later in the course, consider addressing any feedback soon after this assignment has been graded and returned to you. It may be helpful to preview the requirements for the Topic 5 assignment to ensure that your outline addresses all required elements for submission of the final presentation. Educational Program On Risk Management

You are required to support your statements with a minimum of six citations from appropriate credible sources.

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.

RUBRIC

1. An introduction is comprehensive. The submission incorporates analysis of supporting evidence as to why increased attention to the proposed risk

management strategy is needed and provides specific examples of why it is important within the specified health care sector. Level of detail is appropriate.

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2.  A rationale is comprehensive. The submission provides specific examples of where the proposed risk management strategy is lacking in the selected plan and

provides insightful supporting evidence as to how its implementation will better meet compliance standards. Level of detail is appropriate. Educational Program On Risk Management

3.  Support data are comprehensive. The submission incorporates an analysis of how the data indicate a need for the proposed risk management initiative. Level of

detail is appropriate.

4.  Implementation strategies are comprehensive. The submission provides

specific actionable steps by which the selected health care organization can implement the proposed risk management initiative. Level of detail is appropriate.

5.  Possible challenges to the risk management implementation are comprehensive. The submission provides specific relevant examples of solutions

for navigating or preempting predicted obstacles. Level of detail is appropriate.

6.  Evaluation strategies are comprehensive. The submission provides specific examples of how the evaluation plan will assess alignment with the short-term, long-term, and end goals of the risk management program. Level of detail is appropriate.

7.  Additional risk management opportunities are described comprehensively, with detailed support for the recommended changes. Level of detail is appropriate.

8.  Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

9.  Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Educational Program On Risk Management

10.  The writer is clearly in command of standard, written, academic English.

11.  All format elements are correct.

12.  Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Research and citations are supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.

Part two: POWERPOINT

Topic:

Educational Program on Risk Management Part Two – Slide Presentation

The purpose of this assignment is to create an educational risk management presentation.

Building upon the outline for an educational session you created in the Educational Program on Risk Management Part One: Outline of Topic 2 assignment, develop a 12-15 slide PowerPoint presentation that expands in greater detail on how and why your organization should implement your proposed risk management strategy. Incorporate any instructor feedback from the Topic 2 assignment into this presentation and include talking points in the speaker notes section of each slide. Educational Program On Risk Management

Keep in mind that the PowerPoint is meant to serve as a visual aide to bolster your presentation and is intended to highlight main ideas and key points.

Do not use dense blocks of text or more than 7 bullet points of text per slide.  However, you may include supplementary images, graphs, and data where relevant.

To successfully complete this assignment, include the following sections as per your outline from Topic 2 from 500 words paper, though you may include any additional sections as needed:

  1. Introduction
  2. Rationale
  3. Support
  4. Implementation
  5. Challenges
  6. Evaluation
  7. Opportunities

You are required to support your statements with a minimum of six citations from appropriate credible sources.

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

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

RUBRIC

1.  Introduction slides are informative and thorough in explaining why increased attention to the proposed risk management strategy is needed. Specific examples are provided where appropriate.

2.  Rationale slides are informative and thorough in explaining why the proposed risk management strategy is lacking in the selected plan. Specific examples are provided as to how its implementation will better meet compliance standards.

3.  Support data slides are informative and thorough in showing how the data indicate a need for the proposed risk management initiative. Specific examples are provided where appropriate. Educational Program On Risk Management

4.  Implementation slides are informative and thorough in explaining the specific actionable steps by which the selected health care organization can implement the proposed risk management initiative.

5.  Challenges slides are informative and thorough in explaining potential obstacles to the risk management implementation. Slides also provide specific examples of solutions for navigating or preempting predicted obstacles Educational Program On Risk Management

Evidence-Based Population Health Improvement Plan

Evidence-Based Population Health Improvement Plan

Write a 4-5 page population health improvement plan, based on your evaluation of the best available evidence from a minimum of 3-5 current scholarly or professional sources of demographic, environmental, and epidemiological data that focuses on your diagnosis of a widespread population health issue.

Part of effectively engaging in evidence-based practice is the ability to synthesize raw health data with research studies and other relevant information in the literature. This will enable you to develop sound interventions, initiatives, and outcomes to address health concerns that you find in data during the course of your practice. Evidence-Based Population Health Improvement Plan

In this assessment, you have an opportunity to evaluate community demographic, environmental, and epidemiological data to diagnose a widespread population health issue, which will be the focus of a health improvement plan that you develop.

Demonstration of Proficiency

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

  • Competency 2: Apply evidence-based practice to design interventions to improve population health.
    • Evaluate community demographic, epidemiological, and environmental data to diagnose widespread population health issues.
    • Develop an ethical health improvement plan to address a population health issue within a community.
  • Competency 3: Evaluate outcomes of evidence-based interventions.
    • Propose criteria for evaluating population health improvement plan outcomes.
  • Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision. Evidence-Based Population Health Improvement Plan
    • Justify the value and relevance of evidence used as the basis of a population health improvement plan.
  • Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
    • Develop a strategy for communicating with colleagues and members of the community in an ethical, culturally sensitive, and inclusive way.
    • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

Scenario

Your organization is undertaking a population health improvement initiative focused on one of the pervasive and chronic health concerns in the local community. Examples of health improvement initiatives include nationwide concerns, such as type 2 diabetes, HIV, obesity, insect bites, and Zika. However, your organization has asked you to determine which widespread health concern should be addressed in a population health improvement plan for your community and has entrusted you with gathering and evaluating the relevant data.

Your Role

You are a nurse in a community clinic or hospital and you have a good idea about the most common chronic health issues among its patients. You have been asked to prepare a presentation for the next staff meeting about the issue and the plan that you are proposing to help improve the community’s health. Evidence-Based Population Health Improvement Plan

Instructions

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

Part 1: Data Evaluation

Evaluate the outcomes of a population health improvement initiative from community demographic, epidemiological, and environmental data.

  • Identify the relevant data.
  • Identify the level of evidence, validity, and reliability for each source.
  • Describe the major community health concerns suggested by the data.
  • Explain how environmental factors affect the health of community residents.
Part 2: Health Improvement Plan

Develop a health improvement plan that ethically and effectively addresses the population health concern that you identified in your evaluation of the relevant data.

  • Base your plan on the best available evidence from a minimum of 3–5 current scholarly or professional sources. Evidence-Based Population Health Improvement Plan
  • Ensure that your plan meets the cultural and environmental needs of your community and will likely lead to some improvement in the community’s health related to this concern.
    • Consider the environmental realities and challenges existing in the community.
    • Address potential barriers or misunderstandings related to the various cultures prevalent in the community.
  • Justify the value and relevance of the evidence you used as the basis of your plan.
    • Explain why the evidence is valuable and relevant to the community health concern you are addressing.
    • Explain why each piece of evidence is appropriate and informs the goal of improving the health of the community.
  • Propose relevant and measurable criteria for evaluating the outcomes of your plan.
    • Explain why your proposed criteria are appropriate and useful measures of success.
  • Explain how you will communicate with colleagues and members of the community, in an ethical, culturally sensitive, and inclusive way, with regard to the development and implementation of your plan.
    • Develop a clear communications strategy mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy.
    • Ensure that your strategy enables you to make complex medical terms and concepts understandable to members of the community, regardless of language, disabilities, or level of education. Evidence-Based Population Health Improvement Plan
  • The headings for your Evidence-Based Population Health Improvement Plan should be the following:
    • Data Evaluation.
    • Meeting Community Needs.
    • Evidence.
    • Measuring Outcomes.
    • Communication Plan.

Additional Requirements

  • Length: Your recommendation will be 4–5 double-spaced pages, not including title and reference pages.
  • Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages need to conform to APA format and style guidelines. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.
  • Scoring Guide: Please review this assessment’s scoring guide to ensure you understand how your faculty member will evaluate your work.

Grading Rubric:

1.  Evaluate community demographic, epidemiological, and environmental data to diagnose widespread population health issues.

Passing Grade:  Evaluates community demographic, epidemiological, and environmental data to diagnose widespread population health issues. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the evaluation).

2.  Develop an ethical health improvement plan to address a population health issue within a community.

Passing Grade:   Develops an ethical health improvement plan to address a population health issue within a community, identifying multiple complementary elements that will sensitively meet a wide variety of community members’ needs. Evidence-Based Population Health Improvement Plan

3.  Justify the value and relevance of evidence used as the basis of a population health improvement plan.

Passing Grade:  Justifies the value and relevance of evidence used as the basis of a population health improvement plan, and impartially considers conflicting data and other perspectives.

4.  Propose criteria for evaluating population health improvement plan outcomes.

Passing Grade:  Proposes criteria for evaluating population health improvement plan outcomes, and explains why other possible criteria were considered and rejected.

5.  Develop a strategy for communicating with colleagues and community members in an ethical, culturally sensitive, and inclusive way.

Passing Grade:   Develops a strategy for communicating with colleagues and community members in an ethical, culturally sensitive, and inclusive way; acknowledges potential difficulties and how those challenges will be met.

6.  Write clearly and logically, with correct grammar and mechanics.

Passing Grade:   Writes clearly, logically, and persuasively; grammar and mechanics are error-free.

7.   Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

Passing Grade:   Integrates relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Citations are error-free Evidence-Based Population Health Improvement Plan

Code of Ethics for Nurses with Interpretive Statements

Code of Ethics for Nurses with Interpretive Statements

The Code of Ethics for Nurses with Interpretive Statements (the Code) establishes the ethical standard for the profession and provides a guide for nurses to use in ethical analysis and decision-making. The Code is nonnegotiable in any setting. It may be revised or amended only by formal processes established by the American Nurses Association (ANA). The Code arises from the long, distinguished, and enduring moral tradition of modem nursing in the United States. It is foundational to nursing theory, practice, and praxis in its expression of the values, virtues, and obligations that shape, guide, and inform nursing as a profession.

Nursing encompasses the protection, promotion, and restoration of health and well-being; the prevention of illness and injury; and the alleviation of suffering, in the care of individuals, families, groups, communities, and populations. All of this is reflected, in part, in nursing’s persisting commitment both to the welfare of the sick, injured, and vulnerable in society and to social justice. Nurses act to change those aspects of social structures that detract from health and well-being. Code of Ethics for Nurses with Interpretive Statements

Individuals who become nurses, as well as the professional organizations that represent them, are expected not only to adhere to the values, moral norms, and ideals or the profession but also to embrace them as a part of what it means to be a nurse. The ethical tradition of nursing is self-reflective, enduring, and distinctive. A code of ethics for the nursing profession makes explicit the primary obligations, values, and ideals of the profession. In fact, it informs every aspect of the nurse’s life.

The Code of Ethics for Nurses with Interpretive Statements serves the following purposes:

•  It is a succinct statement of the ethical values, obligations, duties, and professional ideals of nurses individually and collectively.

Source: American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Silver Spring, MD: Author.

•  It is the profession’s non-negotiable ethical standard. Code of Ethics for Nurses with Interpretive Statements

•  It is an expression of nursing’s own understanding of its commitment to society.

Statements that describe activities and attributes of nurses in this code of ethics and its interpretive statements are to be understood as normative or prescriptive statements expressing expectations of ethical behavior. The Code also expresses the ethical ideals of the nursing profession and is, thus, both normative and aspirational. Although this Code articulates the ethical obligations of all nurses, it does not predetermine how those obligations must be met. In some instances nurses meet those obligations individually; in other instances a nurse will support other nurses in their execution of those obligations; at other times those obligations can only and will only be met collectively. ANA’s Code of Ethics for Nurses with Interpretive Statements addresses individual as well as collective nursing intentions and actions; it requires each nurse to demonstrate ethical competence in professional life.

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Society recognizes that nurses serve those seeking health as well as those responding to illness. Nurses educate students, staff, and others in healthcare facilities. They also educate within communities, organizations, and broader populations. The term practice refers to the actions of the nurse in any role or setting, whether paid or as a volunteer, including direct care provider, advanced practice registered nurse, care coordinator, educator, administrator, researcher, policy developer, or other forms of nursing practice. Thus, the values and obligations expressed in this edition of the Code apply to nurses in all roles, in all forms of practice, and in all settings. Code of Ethics for Nurses with Interpretive Statements

ANA’s Code of Ethics for Nurses with Interpretive Statements is a dynamic document. As nursing and its social context change, the Code must also change. The Code consists of two components: the provisions and the accompanying interpretive statements. The provisions themselves are broad and noncontextual statements of the obligations of nurses. The interpretive statements provide additional, more specific, guidance in the application of this obligation to current nursing practice. Consequently, the interpretive statements are subject to more frequent revision than are the provisions—approximately every decade—while the provisions may endure for much longer without substantive revision.

Additional ethical guidance and details can be found in the position and policy statements of the ANA or its constituent member associations and affiliate organizations that address clinical, research, administrative, educational, public policy, or global and environmental health issues.

The origins of the Code of Ethics for Nurses with Interpretive Statements reach back to the late 1800s in the foundation of ANA, the early ethics literature of modem nursing, and the first nursing code of ethics, which was formally adopted by ANA in 1950. In the 65 years since the adoption of that first professional ethics code, nursing has developed as its art, science, and practice have evolved, as society itself has changed, and as awareness of the nature and determinants of global health has grown. The Code of Ethics for Nurses with Interpretive Statements is a reflection of the proud ethical heritage of nursing and a guide for all nurses now and into the future. Code of Ethics for Nurses with Interpretive Statements

Introduction

In any work that serves the whole of the profession, choices of terminology must be made that are intelligible to the whole community, are as inclusive as possible, and yet remain as concise as possible. For the profession of nursing, the first such choice is the term patient versus client. The term patient has ancient roots in suffering; for millennia the term has also connoted one who undergoes medical treatment. Yet, not all who are recipients of nursing care are either suffering or receiving medical treatment The root of client implies one who listens, leans upon, or follows another. It connotes a more advisory relationship, often associated with consultation or business Code of Ethics for Nurses with Interpretive Statements

IOM Reflection

IOM Reflection

The IOM published report, “Future of Nursing: Leading Change, Advancing Health,” makes recommendations for lifelong learning and achieving higher levels of education.

In 1,000-1,250 words, examine the importance of nursing education and discuss your overall educational goals.

Include the following:

1. Discuss your options in the job market based on your educational level.

2. Review the IOM Future of Nursing Recommendations for achieving higher levels of education. Describe what professional certification and advanced degrees (MSN, DNP, etc.) you want to pursue and explain your reasons for wanting to attain the education. Discuss your timeline for accomplishing these goals. IOM Reflection

3. Discuss how increasing your level of education would affect how your competitiveness in the current job market and your role in the future of nursing.

4. Discuss the relationship of continuing nursing education to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics.

5. Discuss whether continuing nursing education should be mandatory. Provide support for your response.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.  IOM Reflection

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

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

RUBRICS: Options in the job market based on educational level are thoroughly discussed. All options listed are realistic for educational level. The response demonstrates an awareness of job options based on educational level. Goals and timeline for professional certification and advanced degrees are thoroughly described. Clear and compelling reasons for wanting to attain the education are discussed. A well-developed discussion of how increasing level of education would affect competitiveness in current job market and personal role in the future of nursing is presented. The claims are substantiated and realistic for the current job market. A well-supported discussion clearly establishing the relationship of continuing education in nursing to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics is presented. The discussion demonstrates insight into the importance of education to the nursing profession. A well-developed discussion of whether continuing nursing education should be mandatory is presented. Compelling rationale and evidence-based support for the argument is provided. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error IOM Reflection

The IOM published report, “Future of Nursing: Leading Change, Advancing Health,” makes recommendations for lifelong learning and achieving higher levels of education.

In 1,000-1,250 words, examine the importance of nursing education and discuss your overall educational goals.

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Include the following:

1. Discuss your options in the job market based on your educational level.

2. Review the IOM Future of Nursing Recommendations for achieving higher levels of education. Describe what professional certification and advanced degrees (MSN, DNP, etc.) you want to pursue and explain your reasons for wanting to attain the education. Discuss your timeline for accomplishing these goals. IOM Reflection

3. Discuss how increasing your level of education would affect how your competitiveness in the current job market and your role in the future of nursing.

4. Discuss the relationship of continuing nursing education to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics.

5. Discuss whether continuing nursing education should be mandatory. Provide support for your response.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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

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

RUBRICS: Options in the job market based on educational level are thoroughly discussed. All options listed are realistic for educational level. The response demonstrates an awareness of job options based on educational level. Goals and timeline for professional certification and advanced degrees are thoroughly described. Clear and compelling reasons for wanting to attain the education are discussed. A well-developed discussion of how increasing level of education would affect competitiveness in current job market and personal role in the future of nursing is presented. The claims are substantiated and realistic for the current job market. A well-supported discussion clearly establishing the relationship of continuing education in nursing to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics is presented. The discussion demonstrates insight into the importance of education to the nursing profession. A well-developed discussion of whether continuing nursing education should be mandatory is presented. Compelling rationale and evidence-based support for the argument is provided. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error IOM Reflection

Policy Proposal

Policy Proposal

Write a 4–6-page policy proposal and practice guidelines for improving quality and performance associated with the benchmark metric underperformance you advocated for improving in Assessment 1.
In advocating for institutional policy changes related to local, state, or federal health care laws or policies, health leaders must be able to develop and present clear and well-written policy and practice guideline proposals that will enable a team, a unit, or an organization as a whole to resolve relevant performance issues and bring about improvements in the quality and safety of health care. This assessment offers you an opportunity to take the lead in proposing such changes. Policy Proposal

As a master’s-level health care practitioner, you have a valuable viewpoint and voice to bring to discussions about policy development, both inside and outside your care setting. Developing policy for internal purposes can be a valuable process toward quality and safety improvement, as well as ensuring compliance with various health care regulatory pressures. This assessment offers you an opportunity to take the lead in proposing such changes.
Competency Map
Use this online tool to track your performance and progress through your course.

  • Assessment Instructions:  Propose an organizational policy and practice guidelines that you believe will lead to an improvement in quality and performance associated with the benchmark underperformance you advocated for improving in Assessment 1. Be precise, professional, and persuasive in demonstrating the merit of your proposed actions. Policy Proposal
    Note: Remember that you can submit all, or a portion of, your draft policy proposal to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
    Requirements
    The policy proposal requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.

    • Explain the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws.
      • What is the current benchmark for the organization and the numeric score for the underperformance? Policy Proposal
      • How is the benchmark underperformance potentially affecting the provision of quality care or the operations of the organization?
      • What are the potential repercussions of not making any changes?
        • What evidence supports your conclusions?
    • Recommend ethical, evidence-based practice guidelines to improve targeted benchmark performance prescribed by applicable local, state, or federal health care policy or law.
      • What does the evidence-based literature suggest are potential strategies to improve performance for your targeted benchmark?
      • How would these strategies ensure performance improvement or compliance with applicable local, state, or federal health care policy or law?
      • How would you propose to apply these strategies in the context of Eagle Creek Hospital or your own practice setting?
      • How can you ensure these strategies are ethical and culturally inclusive in their application?
    • Analyze the potential effects of environmental factors on your recommended practice guidelines. Policy Proposal

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      • What regulatory considerations could affect your recommended guidelines?
      • What resources could affect your recommended guidelines (staffing, financial, and logistical considerations, or support services)?
    • Explain why particular stakeholders and groups must be involved in further development and implementation of your proposed policy and practice guidelines.
      • Why is it important to engage these stakeholders and groups?
      • How can their participation produce a stronger policy and facilitate its implementation?
    • Organize content so ideas flow logically with smooth transitions.
      • Proofread your proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your proposal.
    • Use paraphrasing and summarization to represent ideas from external sources.
      • Be sure to apply correct APA formatting to source citations and references.
    • Example Assessment: You may use the Assessment 2 Example [PDF] to give you an idea of what a Proficient or higher rating on the scoring guide would look like.
      Policy Proposal Format and Length Policy Proposal
      It may be helpful to use a template or format for your proposal that is used in your current organization. The risk management or quality department could be a good resource for finding an appropriate template or format. If you are not currently in practice, or your organization does not have these resources, many appropriate templates are freely available on the Web.
      Your policy should be succinct (about one paragraph). Overall, your proposal should be 4–6 pages in length.
      Supporting Evidence
      Cite 3–5 references to relevant research, case studies, or best practices to support your analysis and recommendations.
      Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated. Policy Proposal
      Portfolio Prompt: You may choose to save your policy proposal to your ePortfolio.
      Competencies Measured
      By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
    • Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
      • Analyze the potential effects of environmental factors on recommended practice guidelines.
    • Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
      • Recommend ethical, evidence-based practice guidelines to improve targeted benchmark performance prescribed by applicable local, state, or federal health care policies or laws. Policy Proposal
    • Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations.
      • Explain the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws.
    • Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
      • Explain why particular stakeholders and groups must be involved in further development and implementation of a proposed policy and practice guidelines.
    • Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards Policy Proposal