The nine areas of competency are: · Scientific Foundations · Leadership · Quality · Practice Inquiry · Technology and Information Literacy · Policy · Health Delivery System · Ethics · Independent Practice For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet the competency (for a total of at least nine paragraphs). Then, propose how you plan to engage in social change in your community as a nurse practitioner. Finally, describe 12 legislative and/or advocacy activities in which your state (Forida) nurse practitioner (psyquiatric nurse practitioner) organization(s) are involved.
Instructions
In small groups, students will develop a visual communication projectan infographicin which they use an image(s) to create a message that meaningfully informs or persuades an audience. The infographic should be like a poster you might see on the wall in a doctors office, containing a variety of types of information on a topic. The topic does not need to be restricted to healthcare. Be sure to follow APA throughout, treat all copyrighted images as research sources, and cite appropriately. Be sure to address all rubric criteria.
Required Format and Process
This assignment has two parts: 1) in groups, students will create an infographic (an image or a collection of images combined with text for the purpose of making a statement, illustrating a concept, or describing a process); students should decide early if they are aiming to inform or persuade, and research must inform the project; 2) the group will incorporate appropriate language to support the message to complete their infographic.
Example: To complete this assignment, each group will: 1) choose a focus and goal (to either inform or persuade); 2) decide on the approach (illustrate process or make an impact); 3) select or create appropriate image(s); 4) conduct relevant research; 5) incorporate appropriate text to support the overall message in a well-designed infographic. Note: any online image must be cited just as text would (groups are free to create their own images for the infographic by using their own creative means, such as photography, drawing, etc.).
Assignment Support
Be sure to check out the Visual Communication Assignment Support documentOpen this document with ReadSpeaker docReaderLinks to an external site., as it provides samples and tips for creating infographics for you to consider.
(USLO 8.2)
Why are privacy and confidentiality so important in the field of healthcare and pharmacy?
For your second assignment for this lesson, please respond to the questions below. Limit your response to two paragraphs.
Question 1: Why are privacy and confidentiality so important in the field of healthcare and pharmacy?
Question 2: Greg has worked for six months in a pharmacy that compounds chemotherapeutics. He has trained and is certified for this specialized work. Discuss the educational requirements and duties for a technician in this type of pharmacy.
The National Education Association (NEA) is the largest union in the U.S., with over 2.7 million members (source: Wikipedia Union DataLinks to an external site.). For this discussion go to the NEA WebsiteLinks to an external site. and spend some time exploring their site and reading the information provided. Create a post with the following: FIRST Post: 1. What stood out to you most from the NEA homepage? Provide a brief description of the article/wording that stood out to you. Why did this catch your attention?
Please divide your answers to 2 paragraphs and number them so I know which question you are answering.
IMPORTANT: You must FIRST create a post to reply to questions 1 and 2, total of 150 words. After you have replied to questions 1 and 2, you will then be able to see your classmates’ responses. You will then create a SECOND post to reply to question 3 and respond to two of your classmates.
The National Education Association (NEA) is the largest union in the U.S., with over 2.7 million members (source: Wikipedia Union DataLinks to an external site.). For this discussion go to the NEA WebsiteLinks to an external site. and spend some time exploring their site and reading the information provided. Create a post with the following:
FIRST Post:
1. What stood out to you most from the NEA homepage? Provide a brief description of the article/wording that stood out to you. Why did this catch your attention?
2. Go beyond the first page and spend some time exploring the NEA website. What else to stood to you from the website, beyond the first page, and why? Discuss.
Discuss how US overseas expansion influenced the character of the nation. How did the authors from this weeks readings link the concepts of immigration/migration and empire? How did US encounters in Asia and later with Asian immigrants influence the nation?
For this week’s post, discuss how US overseas expansion influenced the character of the nation. How did the authors from this week’s readings link the concepts of immigration/migration and empire? How did US encounters in Asia and later with Asian immigrants influence the nation?
Here are the readings and an additional one attached:
The Debate Over Empire
The Hawaiian Example
Reading Assignment:
Christina Duffy Burnett, “The Noncitizen National and the Law of American Empire”
Read a short interview of the author here:
http://opiniojuris.org/2008/07/01/they-say-i-am-not-an-american-the-noncitizen-national-and-the-law-of-american-empire/Links to an external site.
Gary Okihiro: “Empire and Migration” short piece
https://www.nps.gov/articles/aapi-theme-study-imperialism-and-migration.htmLinks to an external site.
Primary Documents:
“Hawaii: Life in a Plantation Society,” Library of Congress
https://www.loc.gov/classroom-materials/immigration/japanese/hawaii-life-in-a-plantation-society/
Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the event?
HIS 200 Historical Analysis Essay Progress Check 2 Guidelines and Rubric
Overview
Throughout Modules Five and Six, you have been guided through beginning your Project 2: Historical Analysis Essay assignment, which you will continue to work on in Modules Seven and
Eight and formally submit for completion at the end of Module Eight of the course. This progress check assignment provides you with an important opportunity to get valuable instructor
feedback on the progress you are making and to ensure you are on the right track for your later submission.
Prompt
Modules Five and Six have introduced you to how historians approach assessing historical evidence to re?ne their thesis statement and message. By now you should have enough evidence
compiled from your research to begin writing your historical analysis essay. You will begin working on the essay piece by piece. In Module Six: Analyzing History, continued, learning block 6-4
(page 1) in the webtext, you will work on drafting the body of your essay. Return to your submission for Progress Check 1 and draft three body paragraphs that explore the causes, course, and
consequences of your chosen historical event and use evidence from primary and secondary sources to support your thesis.
Speci?cally, in this assignment, you will submit the following elements of your Project 2: Historical Analysis Essay for review by your instructor:
In Module Six: Analyzing History, continued, learning block 6-4 (page 1) in the webtext, you worked toward the following elements:
I. Body: You will use this section of your essay to provide further detail about your historical event while supporting the claim you made in your thesis statement. Make sure to cite your
sources. Speci?cally, you should:
A. Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the
event?
B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What did they do? Why? How do the
perspectives of the key participants differ?
C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact American society?
D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with speci?c examples from your sources.
Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 2 Guidelines and Rubric. You will ultimately also need
to include a conclusion and reference list and make sure you communicate your essays overall message in your ?nal historical analysis essay, but you do not need to do so in this submission.
You will be prompted to build upon this progress check submission to prepare your ?nal historical analysis essay for submission in Module Eight.
What to Submit
??
The Historical Analysis Essay Progress Check 2 must be submitted as a 1- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Follow the formatting of the example included in Module Six: Analyzing History, continued, learning block 6-4 (page 1) in the webtext, and include identifying information (name, course code
and title, name of university, and date) as well as section headings (draft submission) as appropriate.
Historical Analysis Essay Progress Check 2 Rubric
Criteria Pro?cient (100%) Needs Improvement (75%) Not Evident (0%) Value
Body: Causes Describes the causes of historical event,
citing source(s)
Describes the causes of historical event,
but with gaps in detail, accuracy, clarity, or
citation
Does not describe the causes of historical
event
20
Body: Course Illustrates course of historical event, citing
source(s)
Illustrates course of historical event, but
with gaps in detail, accuracy, clarity, or
citation
Does not illustrate course of historical
event
20
Body: Consequences Describes immediate and long-term
consequences of historical event for
American society, citing source(s)
Describes immediate and long-term
consequences of historical event for
American society, but with gaps in detail,
accuracy, clarity, or citation
Does not describe immediate and long-
term consequences of historical event for
American society
20
Body: Evidence Discusses historical evidence that supports
conclusions about impact of event on
American society, citing source(s) and
providing speci?c examples
Discusses historical evidence that supports
conclusions about impact of event on
American society, but with gaps in detail,
support, or citation
Does not discuss historical evidence that
supports conclusions about impact of event
on American society
20
Articulation of Response Submission has no major errors related to
citations, grammar, spelling, syntax, or
organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main ideas
Submission has critical errors related to
citations, grammar, spelling, syntax, or
organization that prevent understanding of
ideas
20
Total: 100%
Case Study Mrs. L is a 63-year-old woman who reports constant back pain. Further inquiry into her medical history revealed that over the past 3 years, she has suffered fractures of her femur and wrist after minor falls. Explain the cause of pathological fractures in this patient.How could osteoporosis have been prevented in Mrs. L?
Assignment #1: Musculoskeletal Conditions
Please kindly use (APA, 7th ed.) references separately under each question.
Case Study
Mrs. L is a 63-year-old woman who reports constant back pain. Further inquiry into her medical history revealed that over the past 3 years, she has suffered fractures of her femur and wrist after minor falls. She experienced menopause at age 49. Mrs. L has a secretarial job, drives to work, and she does not have time for exercise. She reports that she consumes 8 to 10 cups of coffee a day and has been a smoker most of her adult life. She has not seen her physician recently nor had a recommended bone density test because of the time and cost involved.
Questions
. Relate Mrs. Ls history to the diagnosis of osteoporosis. What risk factors are present,
and how does each predispose to decreased bone density?
. Explain the cause of pathological fractures in this patient.How could osteoporosis have been prevented in Mrs. L?
. Discuss the treatments available to the patient.
Assignment #2: Cardiovascular system
Please kindly use (APA, 7th ed.) references separately under each question.
Case Study:
Mr. K. is a 57-year-old man who consulted his physician after noticing marked leg pains while playing golf. He had previously noticed increasing fatigue and discomfort in his legs associated with moderate exercise. When sitting for extended periods with legs dangling, his legs became red, and sometimes his feet felt numb. His history indicates he smokes cigarettes and is chronically overweight. His blood cholesterol and other lipid levels are abnormal, and his physician suspects peripheral atherosclerosis as the cause of his discomfort.
Questions
. Discuss the development of atherosclerosis, including the predisposing factors in this
case and the pathophysiological changes.
. Discuss the complications that might develop in this patient.
. Discuss the treatments for all aspects of the patients condition, including slowing the progress of the atherosclerosis, maintaining circulation in the leg, and treating complications.
Assignment #3: The Central Nervous system
Please kindly use (APA, 7th ed.) references separately under each question.
Case Study
Ms. J, a 19-year-old college student, has been living in a dormitory on campus. She began experiencing severe headaches, neck pain, and nuchal rigidity, along with irritability and nausea. She noticed that when lying with her hips flexed, she found it very hard to stretch out her legs. Within a day her condition deteriorated, she experienced a tonic-clonic seizure, and she was quickly admitted to the hospital. Tests revealed increased intracranial pressure, fever, and leukocytosis. Bacterial meningitis was suspected, and a lumbar puncture was scheduled.
Questions
. Describe the pathophysiologic changes associated with bacterial meningitis.
. Discuss the diagnostic tests available for identifying meningitis. What are the likely
characteristics of the CSF to be found in this case?
. Which signs indicating elevated intracranial pressure are likely to be present?
. Discuss the treatments available to help this patient and possible long-term
complications.
Assignment #4: Shock
Please kindly use (APA, 7th ed.) references separately under each question.
Case Study
Ms. L, a 19-year-old woman with no previous medical history, was involved in a serious automobile accident in which her best friend died. Examination by EMT personnel first on the scene revealed she had only minor scrapes and bruises and no sign of head trauma. While in route by ambulance to the hospital, Ms. L complained of thirst and appeared restless. Further examination indicated a rapid pulse and respirations, with her blood pressure now at 100/60 mm Hg. She appeared less responsive to the paramedics. She was slipping into circulatory shock as they checked her again for internal injuries.
Questions
. Discuss the contributing factors to shock in this case and the pathophysiologic
changes causing the changes in vital signs.
. Discuss the signs and symptoms of shock, including the rationale for each, as seen in
the early stage, and as compensation mechanisms respond.
. Discuss emergency and follow-up treatment for shock and for complications that may
arise if not treated quickly.
. Compare the types of shock, giving a specific cause, classification, and any significant
changes in onset or manifestations.
If you are in the K-12 track, imagine that you are a K-12 superintendent of a school division and you need to present a solution specific to K-12. What decision would you make that is legal and equitable?
Chapter 7 of our text, Today’s Guide to Educational Policy: Pandemics, Disasters, Nationalism, Religion, and Global Politicspresents The Problem. After reading the scenario, discuss how you would solve this issue. Respond to this week’s discussion according to your focus, K-12 or Higher Education.
K–12: If you are in the K-12 track, imagine that you are a K-12 superintendent of a school division and you need to present a solution specific to K-12. What decision would you make that is legal and equitable?
Higher Education: If you are in the Higher Education track, imagine that you are a university administrator and you need to present a solution specific to Higher Education. What decision would you make that is legal and equitable?
Reflect on the course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to (choose 3): 1. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences. 1. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
Instructions.AgingFamily.docx
Instructions
Purpose: The purpose of this assignment is to provide the student with an opportunity to reflect on selected RN-BSN competencies acquired through the course.
Requirements:
1.
The length of the reflection is to be 3 pages excluding the title page and reference pages.
2.
APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Components:
· Title page
·
Introduction Write an introduction but do not use Introduction as a heading
· Course Reflection
· Conclusion
· References
Course Reflection:
Reflect on the course readings, discussion threads, and applications you have completed across this course and
write a reflective essay regarding the extent to which you feel you are now prepared to (choose 3):
1. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences.
1. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
1. Create a safe care environment that results in high quality patient outcomes.
1. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team
1. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.
1. Communicate effectively with all members of the healthcare team, including the patient and the patients support network.
1. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
There is a great deal of confusion over the terms policing and law enforcement. These terms are often seen as interchangeable. Using examples, discuss some of the differences and similarities between the terms policing and law enforcement.
behaviormodificationwk2.docx
Explain how positive reinforcement and negative reinforcement can be used to motivate student learning.
Below are additional guidelines on assignments in this course:
· The use of quotes and cited text from the textbook or other sources will be considered as supportive information and not part of your submission for any assignments in this course.
1. There is a great deal of confusion over the terms policing and law enforcement. These terms are often seen as interchangeable. Using examples, discuss some of the differences and similarities between the terms policing and law enforcement.
2. The text discusses the social contract and the tension that exists between government and citizens. Why does this tension exist? Why is it necessary?
What steps would you take if you were to base a self-esteem enrichment program in schools on the sociometer model of self-worth? Explain the steps.
Choose 1 question from the list below to answer. If you answer more than 1 question, you will receive extra credit.In what ways does membership in a group change a persons self-concept and social identity? Explain your answer.What steps would you take if you were to base a self-esteem enrichment program in schools on the sociometer model of self-worth? Explain the steps.What are the key ingredients to transforming a working group into a true team? Describe in detail.
