Tag: Clinical-Nursing

  • Benchmark – Professional Capstone and Practicum Reflective Journal Rubric

    Benchmark – Professional Capstone and Practicum Reflective Journal Rubric

    Course Code

    Class Code

    Assignment Title

    Total Points

    NRS-490

    NRS-490-OL191MN

    Benchmark – Professional Capstone and Practicum Reflective Journal

    100.0

    Criteria

    Percentage

    Unsatisfactory          0-71% (0.00%)

    Less Than Satisfactory          72-75% (75.00%)

    Satisfactory          76-79% (79.00%)

    Good          80-89% (89.00%)

    Excellent          90-100% (100.00%)

    Content

    100.0%

    New Practice Approaches

    10.0%

    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.

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    Intraprofessional Collaboration (4.3)

    10.0%

    Intraprofessional collaboration information is not present. Benchmark – Professional Capstone and Practicum Reflective Journal Rubric

    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.

    Health Care Delivery And Clinical Systems (4.1)

    10.0%

    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.

    Ethical Considerations In Health Care (5.4)

    10.0%

    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.

    Population Health Concerns (5.3)

    10.0%

    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.

    The Role Of Technology In Improving Health Care Outcomes (4.3)

    10.0%

    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. Benchmark – Professional Capstone and Practicum Reflective Journal Rubric

    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.

    Health Policy

    10.0%

    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.

    Leadership And Economic Models

    Benchmark – Professional Capstone and Practicum Reflective Journal Rubric

    10.0%

    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.

    Health Disparities (1.5)

    10.0%

    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.

    Presentation

    5.0%

    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.

    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), sentence structure, or word choice are present. Benchmark – Professional Capstone and Practicum Reflective Journal Rubric

    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.

    Total Weightage

    100%

  • Individual Success Plan Example

    Individual Success Plan Example

    Individual Success Plan

    REQUIRED PRACTICE HOURS: 100

    ISP Instructions

    Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish Individual Success Plan Example.

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    Application-based learning assignments are listed in the course syllabus with a
    Practice Portfolio Statement
    requirement element noted within the assignment itself Individual Success Plan Example. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.

    In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

    ALL course assignments listing a “Practice Hours Portfolio” statement must be included in the ISP and are worth and recorded here as approximately 10 hours each.
    Actual clock hours must be recorded on this time log
    .

    General Requirements

    Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

    Use the Individual Success Plan
    to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies
    and
    the Programmatic Domains & Competencies (Appendix A) related to that course Individual Success Plan Example.

    Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).

    Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.

    Within the Individual Success Plan,
    ensure you identify all course assignments which may include the following: Memorandums of Understanding (MOU)(if Affiliation Agreement is not required); comprehensive log of practice immersion hours applied to baccalaureate level learning outcomes; evaluations from faculty and mentors; your evaluations of your mentor; scholarly activity report; competency self-assessment (part of your ISP); reflective journal (Submitted in Week 10 but covering all weeks in the course); course goals and plan for how competencies and practice immersion hours will be met; and both faculty and mentor approvals of course goals and documented practice immersion hours Individual Success Plan Example.

     

    Application-based Learning Course Assignments

    List of Current Course Objectives

    Number of Clock Hours Associated with Each Assignment

     

    Assignment

    Date Due

    Self-Assessment:

    GCU RN-to-BSN

    University Mission Critical Competencies and

    Programmatic Domains & Competencies

    (see Appendix A)

    Date

    Assignment

    Completed

    Week One:

    Assignments:

    DQ 1

     

    DQ 2

     

     

     

    Professional Capstone and Practicum Documentation

     

    Individual success plan

     

    Professional Capstone Practicum reflective Journal and scholarly activities

    Week One:

    Objectives:

    1. Identify problems, issues, and opportunities to improve patient care, patient outcomes, and organizational procedures within a clinical practice setting.

    2. Examine a health care clinical problem or an organization issue and its implications to nursing practice.

    3. Determine evidence‐based solutions that address patient‐care or clinical practice quality problems or issues. Individual Success Plan Example

    4. Analyze health care clinical problems and organizational issues utilizing the PICO(T) process

    5. Demonstrate values consistent with the role of a nursing professional through fundamental knowledge and advanced skills.

    No hours

     

     

    08/28/2019

     

     

    08/30/2019

     

     

    09/01/2019

     

     

    09/01/2019

     

    09/01/2019

    MC1: MC2:MC4

     

    1.1:1.2:2.1

     

     

     

     

     

    08/28/2019

     

     

    08/30/2019

     

     

    09/01/2019

     

     

    09/01/2019

     

    09/01/2019

     

    Week Two:

    Assignments:

    DQ 1

     

    DQ 2

     

    Capstone Project Topic Selection and Approval

     

    Practice Hours Completion Statement

     

    Reflective Journal Entry (Personal documentation goal, not for final submission until week 10)

     

    Week Two:

    Objectives:

    1. Identify problems, issues, and opportunities to improve patient care, patient outcomes, and organizational procedures within a clinical practice setting.

    2. Examine a health care clinical problem or an organization issue and its implications to nursing practice.

    3. Determine evidence‐based solutions that address patient‐care or clinical practice quality problems or issues.

    4. Analyze health care clinical problems and organizational issues utilizing the PICO(T) process

    5. Demonstrate values consistent with the role of a nursing professional through fundamental knowledge and advanced skills.

    10 hours

     

     

    09/04/2019

     

    09/06/2019

     

    09/08/2019

     

    09/08/2019

     

     

    MC1: MC2: MC5:

     

    1.1: 1.2: 1.3: 2.1: 2.3: 3.2: 4.1: 4.3: 5.1: 5.2: 5.3:

    Week Three:

    Assignments:

    DQ 1

     

    DQ 2

     

    PICOT Statement Paper

     

    Practice Hours Completion Statement

     

    Reflective Journal Entry (Personal documentation goal, not for final submission until week 10)

    Week Three:

    Objectives:

    1.      Evaluate evidence‐based research and other appropriate resources to inform the development of a change plan.

    2.      Identify strategies for logistical implementation of proposed solutions.

    3.      Demonstrate the ability to evaluate levels of evidence into a concise format.

    4.      Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care.

     

    10 hours

     

     

    09/11/2019

     

    09/13/2019

     

    09/15/2019

     

    09/15/2019

     

    MC1: MC2: MC3: MC4: MC5:

     

    1.1: 1.2: 1.3: 1.4: 2.1: 2.2: 2.3: 3.1: 3.2: 3.4: 4.1: 4.3: 5.1: 5.2: 5.3: 5.4:

    Week Four:

    Assignments:

    DQ 1

     

    DQ 2

     

    Literature Evaluation Table

     

    Practice Hours Completion Statement

     

    Reflective Journal Entry (Personal documentation goal, not for final submission until week 10)

     

    Week Four:

    Objectives:

    1.      Evaluate evidence‐based research and other appropriate resources to inform the development of a change plan.

    2.      Identify strategies for logistical implementation of proposed solutions.

    3.      Demonstrate the ability to evaluate levels of evidence into a concise format.

    4.      Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care.

     

    15 hours

     

     

    09/18/2019

     

    09/20/2019

     

    09/22/2019

     

    09/22/2019

     

    MC1: MC2: MC3: MC4: MC5:

     

    1.1: 1.2: 1.3: 1.4: 2.1: 2.2: 2.3: 3.1: 3.2: 3.4: 4.1: 4.3: 5.1: 5.2: 5.3: 5.4:

    Week Five:

    Assignments:

    DQ 1

     

    DQ 2

     

    Practice Hours Completion Statement

     

    Reflective Journal Entry (Personal documentation goal, not for final submission until week 10)

     

    Week Five:

    Objectives:

    1. Identify objectives, strategy, and measurable outcomes of the evidence‐based practice proposal.

    2.  List steps needed to implement each strategy in a change proposal.

    3.  Outline the resources needed to develop and implement a change proposal.

    4.  Describe methods for obtaining necessary support from key stakeholders.

    5.  Develop a plan to evaluate the effectiveness of the change proposal project.

    6.  Evaluate the role of information sources and technologies impacting the delivery of care within an adequate environment of care.

    7.  Develop appropriate change plans that promote health and prevent disease.

     

    No hours

     

     

    09/25/2019

     

    09/27/2019

     

    09/29/2019

     

     

    MC1: MC2: MC5:

     

    1.1: 1.3: 1.4: 1.5: 2.1: 2.2: 2.3: 3.1: 3.2: 3.3: 4.1: 4.3: 5.1: 5.2: 5.3: 5.4:

    Week Six:

    Assignments:

    DQ 1

     

    DQ 2

     

    Literature Review

     

    Practice Hours Completion Statement

     

    Reflective Journal Entry (Personal documentation goal, not for final submission until week 10)

     

    Week Six:

    Objectives:

    1. Identify objectives, strategy, and measurable outcomes of the evidence‐based practice proposal.

    2.  List steps needed to implement each strategy in a change proposal.

    3.  Outline the resources needed to develop and implement a change proposal.

    4.  Describe methods for obtaining necessary support from key stakeholders.

    5.  Develop a plan to evaluate the effectiveness of the change proposal project.

    6.  Evaluate the role of information sources and technologies impacting the delivery of care within an adequate environment of care.

    7.  Develop appropriate change plans that promote health and prevent disease.

    15 hours

     

     

    10/02/2019

     

    10/04/2019

     

    10/06/2019

     

    10/06/2019

     

    MC1: MC2: MC4: MC5:

     

    1.1: 1.2: 1.3: 1.4: 1.5: 2.1: 2.2: 2.3: 3.1: 3.2: 3.3: 3.4: 4.1: 4.2: 4.3: 5.1: 5.2: 5.3: 5.4:

    Week Seven:

    Assignments:

    DQ 1

     

    DQ 2

     

    Practice Hours Completion Statement

     

    Reflective Journal Entry (Personal documentation goal, not for final submission until week 10)

     

     

    Week Seven:

    Objectives:

    1.     Identify methods to evaluate a proposed solution.

    2.     Describe variables and outcomes to be assessed pre‐ and post‐project implementation.

    3.     Utilize appropriate tools such as basic statistics to evaluate project outcomes.

    4.     Summarize plans for disseminating evidence.

    5.     Use communication and collaboration skills to deliver high‐quality, evidence‐based, patient‐centered care.

     

     

    No hours

     

     

    10/09/2019

     

    10/11/2019

     

    10/13/2019

     

     

    MC1: MC2: MC:5

     

    1.1: 1.2: 1.3: 1.4: 2.1: 2.3: 3.1: 3.2: 4.1: 4.3: 5.1: 5.2: 5.3: 5.4:

     

    Week Eight:

    Assignments:

    DQ 1

     

    DQ 2

     

    Practice Hours Completion Statement

     

    Reflective Journal Entry (Personal documentation goal, not for final submission until week 10)

     

    Week Eight:

    Objectives:

    1.     dentify methods to evaluate a proposed solution.

    2.     Describe variables and outcomes to be assessed pre‐ and post‐project implementation.

    3.     Utilize appropriate tools such as basic statistics to evaluate project outcomes.

    4.     Summarize plans for disseminating evidence.

    5.     Use communication and collaboration skills to deliver high‐quality, evidence‐based, patient‐centered care.

     

     

    10 hours

     

     

    10/16/2019

     

    10/18/2019

     

    10/20/2019

     

     

    MC1: MC2: MC:5

     

    1.1: 1.2: 1.3: 1.4: 2.1: 2.3: 3.1: 3.2: 4.1: 4.2: 4.3: 5.1: 5.2: 5.3: 5.4:

     

    Week Nine:

    Assignments:

    DQ 1

     

    DQ 2

     

    Benchmark – Capstone Project Change Proposal

     

    Practice Hours Completion Statement

     

    Reflective Journal Entry (Personal documentation goal, not for final submission until week 10)

     

    Week Nine:

    Objectives:

    1.
    Produce a comprehensive and professional change initiative presentation.

    2. Integrate acquired knowledge and skills into professional practice.

    3. Examine the implementation of evidence‐based research in nursing practice.

    4. Analyze research findings for the enhancement of evidence‐based practice in the clinical setting.

    5.  Apply leadership concepts, skills, and decision making in the provision of high‐quality nursing care in a collaborative interprofessional setting.

    6.  Analyze the impact of organizational and environmental factors on health care delivery and practice.

    7.  Demonstrate leadership and communication skills to effectively implement change initiatives for nursing practice.

    Individual Success Plan Example

    10 hours

     

     

    10/23/2019

     

    10/25/2019

     

    10/27/2019

     

    10/27/2019

     

    MC1: MC2: MC3: MC4: MC:5

     

    1.1: 1.2: 1.3: 1.4: 2.1: 2.2: 2.3: 3.1: 3.2: 3.3: 3.4: 4.1: 4.2: 4.3: 5.1: 5.2: 5.3: 5.4:

    Week Ten:

    Assignments:

    DQ 1

     

    DQ 2

     

    Benchmark – Professional Capstone and Practicum Reflection Journal

     

    Scholarly Activities (Submit scholarly activity using the “Scholarly Activity Summary” resource provided.)

     

    Practice Hours Documentation (Summit the following):

    1.      Individual Success Plan (ISP) Signed off by course mentor

    2.      Comprehensive clinical log of hours applied to program learning outcomes

    3.      Student evaluation (Final)

    4.      Course mentor evaluation (Final)

    5.      Faculty approval of the Individual Success Plan (ISP) and documented practice immersion hours (Student responsible for obtaining approvals).

    Practice Immersion Clinical Evaluation Tools Submission

     

    Practice Hours Completion Statement

     

    Week Ten:

    Objectives:

    Produce a comprehensive and professional change initiative presentation.

    2. Integrate acquired knowledge and skills into professional practice.

    3. Examine the implementation of evidence‐based research in nursing practice.

    4. Analyze research findings for the enhancement of evidence‐based practice in the clinical setting Individual Success Plan Example.

    5.  Apply leadership concepts, skills, and decision making in the provision of high‐quality nursing care in a collaborative interprofessional setting.

    6.  Analyze the impact of organizational and environmental factors on health care delivery and practice.

    7.  Demonstrate leadership and communication skills to effectively implement change initiatives for nursing practice.

    30 Hours

     

     

    10/30/2019

     

    11/01/2019

     

    11/03/2019

     

     

     

    11/03/2019

     

     

     

     

     

    11/03/2019

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    11/03/2019

     

     

    11/03/2019

     

     

    MC1: MC2: MC3: MC4: MC:5

     

    1.1: 1.2: 1.3: 1.4: 2.1: 2.2: 2.3: 3.1: 3.2: 3.3: 3.4: 4.1: 4.2: 4.3: 5.1: 5.2: 5.3: 5.4:

     

    APPENDIX A:

    GCU RN-to-BSN Domains & Competencies

    University’s Mission Critical Competencies

    How does this Individual Success Plan support the GCU Mission?

    MC1: Effective Communication:
    Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

    MC2: Critical Thinking:
    Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

    MC3: Christian Worldview:
    Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

    MC4:

    Global Awareness, Perspectives, and Ethics:
    The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

    MC5: Leadership:
    Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective Individual Success Plan Example.

     

    Domains and Competencies

    How does this Individual Success Plan support the Program Domains and Competencies?

    Domain 1: Professional Role

    Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

    Competencies:

    1.1:
          Exemplify professionalism in diverse health care settings.

    1.2:
          Manage patient care within the changing environment of the health care system.

    1.3:
          Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

    1.4:
          Participate in health care policy development to influence nursing practice and health care.

    1.5:
          Advocate for autonomy and social justice for individuals and diverse populations.

     

    Domain 2: Theoretical Foundations of Nursing Practice

    Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice Individual Success Plan Example.

    Competencies:

    2.1:
          Incorporate liberal arts and science studies into nursing knowledge.

    2.2:
          Comprehend nursing concepts and health theories.

    2.3:
          Understand and value the processes of critical thinking, ethical reasoning, and decision making.

    Domain 3: Nursing Practice

    Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

    Competencies:

    3.1:
          Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death.

    3.2:
         Implement patient care decisions based on evidence-based practice Individual Success Plan Example.

    3.3:
          Provide individualized education to diverse patient populations in a variety of health care settings.

    3.4:
          Demonstrate professional standards of practice.

    Domain 4: Communication/Informatics

    Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

    Competencies:

    4.1:
          Utilize patient care technology and information management systems.

    4.2:
          Communicate therapeutically with patients.

    4.3:
          Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care.

    Domain 5: Holistic Patient Care

    Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience. Individual Success Plan Example.

    Competencies:

    5.1:
          Understand the human experience across the health-illness continuum.

    5.2:
          Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

    5.3:
          Provide culturally sensitive care.

    5.4:
         Preserve the integrity and human dignity in the care of all patients Individual Success Plan Example.

  • ENT-435 – Proposing, Evaluating, and Selecting an Innovation

    ENT-435 – Proposing, Evaluating, and Selecting an Innovation

    During Phase 1, each individual will submit their own idea for an innovation along with a model they find useful for evaluating its merits. Each team member is responsible for completing research on various models. While there are several models in circulation for evaluating innovations, such as The Lean StartUp Plan, NOMMAR, SNIFF, and the linear and mental models of innovation, innovators should not feel constrained by any particular model. Feel free to borrow elements from multiple models to develop one that would work best to most effectively evaluate your own innovation.

    BUY A PLAGIARISM-FREE PAPER HERE

    Teams will then review all of the submissions and choose the most promising idea to pursue. The idea should be selected by application of one of the evaluation models submitted by team members. You will then write a report of 1,500-2,500 words that describes the team’s selection process and identifies the final choice ENT-435 – Proposing, Evaluating, and Selecting an Innovation. The report must contain the following components:

    1. A one- or two-paragraph summary of each team member’s idea, a description of the model used to evaluate the idea, and the results of the evaluation. Specifically, the evaluation should identify the merits, drawbacks, and challenges associated with the idea.

    2. Identification of the selected idea for the project accompanied by a description of the model used to evaluate the idea. Include the results of the evaluation, which will serve as the justification for the team’s selection. Preliminarily forecast the most significant challenges that could impede the development of the selected idea.

    3. A project plan that summarizes the roles or tasks assigned to each team member that must be accomplished to complete Phase 2 of the project due in Module 6.

    4. In-text citations from at least five reputable secondary sources. Each person on the team must contribute an article from the research that was completed on innovation implementation/evaluation models. ENT-435 – Proposing, Evaluating, and Selecting an Innovation.

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

    My idea

    Transition shades/windows

    Shades/windows should change their opacity based on the strength of the sunlight so that rooms stay at optimal brightness for consistent, optimal temperature control, visibility, etc.

     

    Ebone

    Intelligent speed limit signs

     

    Intelligent speed limit signs – Smart Speed limit signs: Speed limit signs should change depending on road conditions, traffic and/or the time of day. ENT-435 – Proposing, Evaluating, and Selecting an Innovation.

     

    Champagne

     

    To create a warehouse where people are able to use a kiosk to bring clothes forward to try on in person before purchasing them. This will eliminate the chaos of having to shuffle through clothes that aren’t in the right section. Also, you will be able to narrow down what you are looking in seconds versus minutes or even hours.

     

    Daniel

    School/speed zone notifications

    School/speed zone notifications from your smart device to inform you that the speed limit changed or that you entered a school zone

    This website is the list of ideas that we got them from.:

    A comprehensive list of new business and product ideas (The Idea Experiment)

     

    The idea we choose is
    Intelligent speed limit signs
    by Ebone.

     

     

    Course Code

    Class Code

    Assignment Title

    Total Points

    ENT-435

    ENT-435-XC0827W1

    CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation

    130.0

    Criteria

    Percentage

    Unsatisfactory (0.00%)

    Less than Satisfactory (65.00%)

    Satisfactory (75.00%)

    Good (85.00%)

    Excellent (100.00%)

    Content

    70.0%

    Content Subject Knowledge: As a group, research and describe product or service tool, methodology, and model; select model; identify and explore product or service; create a description of product or service.

    40.0%

    Paper content omits the requirements stated in the assignment criteria. Innovation idea is outlined poorly and lacks research. ENT-435 – Proposing, Evaluating, and Selecting an Innovation

    Paper content omits some requirements stated in the assignment criteria. Innovation lacks supporting evidence and research.

    Paper content is complete. All assignment requirements are met. Innovation is outlined and supported with research.

    Paper content is comprehensive and accurate. All assignment criteria are met. Innovation is explained and supported with relevant research.

    Paper content is thoughtfully evaluated and accurate. All assignment criteria are met. Innovation is explained, analyzed, and supported with timely research and ideas.

    Content Comprehension

    30.0%

    Content is incomplete or omits most of the requirements stated in the assignment criteria

    Content is incomplete or omits some requirements stated in the assignment criteria.

    Content is complete, but could use additional development with specific detail.  Research is inadequate in relevance, quality, and/or timeliness.

    Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, timely, and relevant, and addresses all of the issues stated in the assignment criteria.

    Content is comprehensive, accurate, and persuasive; definitions are clearly stated.  Research is adequate, timely, and relevant, and addresses all of the issues stated in the assignment criteria.

    Participation and Effectiveness

    20.0%

    Participation as Evident in the CLC Discussion Forum

    15.0%

    Participation is not evident.

    Posts do not encourage further discussion and dialogue with other students in the class.  Posts are critical, argumentative, or confrontational.   Individual group contributions are submitted extremely late, affecting the group?s ability to accomplish a successful task. Cooperative teamwork is not evident.

    Most posts encourage further discussion and dialogue with other students in the class. Posts are professional and exhibit a positive attitude that is respectful of others. Individual contributions are submitted but not on time. Cooperative teamwork is exhibited but limited.

    All posts encourage further discussion and dialogue with other students in the class. Posts are professional and exhibit a positive attitude that is respectful of others.  Individual contributions are provided by the designated timeline. Cooperative teamwork is exhibited but not consistently.

    All posts encourage further discussion and extensive dialogue with other students in the class. Posts demonstrate a critical analysis of classmates? postings and provide relevant and constructive feedback. Individual contributions are provided before the designated timeline. Cooperative teamwork is exhibited in order to complete the project.

    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 and/or sentence construction are used.

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

    Some mechanical errors or typos are present, but 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.

    Format

    10.0%

    Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)

    10.0%

    No reference page is included. No citations are used.

    Reference page is present. Citations are inconsistently used. ENT-435 – Proposing, Evaluating, and Selecting an Innovation

    Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

    Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

    In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.

    Total Weightage

    100%

  • Presentations of ADHD Essay Discussion

    Presentations of ADHD Essay Discussion

    Discussion: Presentations of ADHD

    Although ADHD is often associated with children, this disorder is diagnosed in clients across the lifespan. While many individuals are properly diagnosed and treated during childhood, some individuals who have ADHD only present with subsyndromal evidence of the disorder. These individuals are often undiagnosed until they reach adulthood and struggle to cope with competing demands of running a household, caring for children, and maintaining employment. For this Discussion, you consider how you might assess and treat individuals presenting with ADHD.

    Learning Objectives

    BUY A PLAGIARISM-FREE PAPER HERE

    Students will:

    Assess client factors and history to develop personalized therapy plans for clients with ADHD

    • Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for ADHD

    • Evaluate efficacy of treatment plans Presentations of ADHD Essay Discussion

    • Apply knowledge of providing care to adult and geriatric clients presenting for antidepressant therapy

    To prepare for this Discussion: (see the bottom of the announcement for more information)

    To access the following case studies, click on the Case Studies tab on the Stahl Online website and select the appropriate volume and case number.

    Case 2: Volume 1, Case #14: The scatter-brained mother whose daughter has ADHD, like mother, like daughter

    • Review this week’s Learning Resources and reflect on the insights they provide.

    • Go to the Stahl Online website and examine the case study you were assigned Presentations of ADHD Essay Discussion.

    • Take the pretest for the case study.

    • Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office.

    • Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.).

    • Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.

    • Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance.

    • Review the patient’s past and current medications. Refer to Stahl’s Prescriber’s Guide and consider medications you might select for this patient. (This is the piece I mainly focus on when reading your discussions) Presentations of ADHD Essay Discussion.

    • Review the posttest for the case study

    For the discussion piece this week:

    Focus on the drug piece. I am looking for a thorough discussion on the drugs that you would treat with that includes kinetics, dynamics, and a comparison of the choices chosen. This is my main focus on these discussion pieces and where I generate my questions back to you. Presentations of ADHD Essay Discussion.

  • An Inconvenient Truth

    An Inconvenient Truth

    Summarize the inconvenient truth:

    1) What was the most memorable thing about this film- an inconvenient truth that you will remember a year from now?

    2) Why was it memorable for you? What does it mean to you? Discuss about the climate.

    3) How did you feel about at the end of the entire pictures

    4) What more can you add to differentiate your paper from all the others.

  • NURS 6512 Week 3 discussion Posts and responses

    NURS 6512 Week 3 discussion Posts and responses

    Screening tests are medical tests or procedures performed on members of a defined asymptomatic population to assess the likelihood of their members having a particular disease (Maxim, Niebo & Utell, 2014a).  With a few exceptions, screening tests do not diagnose the illness, but signal a need for further evaluation and treatment (2014a).  Mammograms are utilized in healthcare as a breast cancer screening tool.  Mammograms can be classified as diagnostic or screening. A screening mammogram is defined as bilateral mammograms performed on asymptomatic women that are designed as “routine screening” by the interpreting radiologist (Fenton et al, 2014b).  Diagnostic mammograms are classified as testing for patients with a prior history of breast cancer or who report breast symptoms or sign at the time of examination (2014b).

    BUY A PLAGIARISM-FREE PAPER HERE

    The US Prevention Task Force (USPTF) recommends mammograms biennially for women aged 50-74 years of age (2016a).  Mammography in women aged 40-49 years of age is an individual decision (2016a).  Within this age group, the number of deaths averted is smaller than that in older women and the number of false-positive results and unnecessary biopsies is larger (2016a).  Beginning screening at a younger age and screening more frequently may increase the risk for over diagnosis and subsequent overtreatment (2016a).  Also, mammography is of less diagnostic value in women younger than 30 because of the density of the breast tissue (Dains, Baumann & Scheibel, 2016b) NURS 6512 Week 3 discussion Posts and responses.   Although, women with a parent, sibling, or child with breast cancer are at a higher risk for breast cancer and may benefit more than average-risk women from beginning screening in their forties (2016a).

    Sensitivity, or true positive, is the measure of the proportion of actual positives that are correctly identified (2014a).  It is also the extent in which actual positives are not overlooked (few false negatives) (2014a).  Specificity, the true negative rate, measures the proportion of actual negatives that are correctly identified (2014a).  Studies have shown that sensitivity and specificity of mammographic screening are influenced by screening interval and length of follow-up (Hofvind et al, 2012).  It is desirable to have a test that is both highly sensitive and highly specific (2014a).  Studies have shown that there is lower sensitivity in the United States screening for breast cancer because most patients return after one year for a rescreen and the shorter screening interval is known to reduce sensitivity (2014a).  One study  found no evidence that female patients, 50 years old or greater,  that undergo biennial mammography screening to have an increased risk of late-stage breast cancer compared with patients who undergo annual screening (2014a).  Overall, the sensitivity of mammography is about 87 percent (Susan G. Koman, 2018).  Sensitivity is higher in women over 50 than in younger women and in women with fatty breasts over those with dense breasts (2018).  Therefore, it may be a better diagnostic screening tool if biennial mammography screening were consistently performed for those patients that are of low risk for breast cancer.

    Reliable mammogram results are dependent on high-quality image and a good reading of the image (2018).  In order to achieve a high quality, diagnostic mammogram that enables early detection of breast cancer, properly working equipment is required, in addition to an experienced mammographer and cooperation of the patient (Hill & Robinson, 2015).

    In order for mammograms to be valid, they must be able to measure what they set out to measure and not something else (2015).  Classifying a mammographic image as reliable, the images must be able to be reproducible by others viewing them (2015).  With the move from film/screen combinations of breast images to digital imaging, the quality of images has improved, but the assessment guidelines for the quality have not been adapted to reflect the change in how mammograms are produced (2015).  Radiographers utilized the PGMI (Perfect, Good, Moderate, and Inadequate) image appraisal criteria established in 2006, prior to digital imaging (2015).  This criteria is still used for digital imaging. NURS 6512 Week 3 discussion Posts and responses. The PGMI assessment tool is neither reliable or valid due to the fact that many of the descriptors are subjective and prone to inter and intra-operator variability (2015).  Validity of imaging is also questionable because there is a lack of agreement on national standards regarding what features, e.g. nipple line, constitute a good standard image. (2015). In order to increase the reliability and validity of mammogram imaging, a national standard that is evidence-based implemented by all imaging centers (2015) NURS 6512 Week 3 discussion Posts and responses.

    References

    Dains, J., Baumann, L., & Scheibel, P. (2016b). 
    Advanced health assessment and clinical diagnosis in primary care.
    (5
    th
    ed.).  St. Louis, Missouri: Elsevier

    Fenton, J., Zhu, W., Balch, S., Smith-Bindman, R., Fishman, P., Hubbard, R. (2014b).  Distinguishing screening from diagnostic mammograms using Medicare claims data. 
    Medical Care, 52
    (7), e44-e51.  doi:10.1097/MLR.0b013e318269e0f5

    Hill, C. & Robinson, L. (2015).  Mammography image assessment: Validity and reliability of current scheme. 
    Radiology, 21
    (2015), 304-307.  Retrieved from https://dx.doi.org/10.1016/j.radi.2015.07.005

    Hofvind, S., Geller, B., Skelly, J., & Vacek, P. (2012).  Sensitivity and specificity of mammographic screening as practiced in Vermont and Norway. 
    The British Journal of Radiology, 85
    (2012), e1226-e1232.  doi:10.1259/bjr/15168178

    Maxim, L., Niebo, R., & Utell, M. (2014a).  Screening tests: A review with examples. 
    Inhalation Toxicology, 26
    (13), 811-828.  doi:10.3109/08958378.2014.955932 NURS 6512 Week 3 discussion Posts and responses

    Susan G. Komen (2018).  Accuracy of mammograms.  Retrieved from
    https://ww5.komen.org

     

    US Preventive Services Task Force (2016a).  Breast cancer: Screening.  Retrieved from
    https://www.uspreventiveservicestaskforce.org

     

    L D

    Main Post-Week 3

    Prostate cancer (PCa) is one of the leading causes of cancer-related mortality in men. A screening test to detect PCa in the early stages can help improve cancer treatment outcomes. Prostate-specific antigen (PSA) testing is a blood test which has been used for the last thirty years to measure protein produced by normal and cancerous cells of the prostate (Kollmer, 2018). The over-use of this screening test has become controversial over time due to its unreliability. Other conditions that are non-cancerous that also raise PSA levels are prostatitis, benign prostatic hyperplasia (BPH), and enlarged prostate (Ferrari, 2011). Having a high PSA level can lead to unnecessary further testing such as biopsy, which can cause harmful side effects such as impotence and incontinence (Kollmer, 2018). Some research suggests that greater than seventy percent of men who have a biopsy due to high PSA levels do not have PCa and twenty percent of men with PCa have normal PSA levels (Ferrari, 2011). Physicians need to explain the pros and cons of PSA screening and practice shared decision making to reduce the negative outcomes of unnecessary testing (Han et al., 2013). While PSA testing can detect early stages of PCa, high rates of false-positive tests lead to overdiagnosis, unnecessary testing, and psychological distress for patients (Mayo Clinic, 2018). For these reasons, new guidelines recommend shared decision making for PSA testing in men ages 55-69 based on individual risks and routine PSA testing for men 70-years and older is not recommended (Kollmer, 2018). Using the best evidence-based practices with routine testing can help reduce unnecessary healthcare cost and procedures. NURS 6512 Week 3 discussion Posts and responses.

    References

    Ferrari, N. (2011). How reliable is the prostate-specific antigen (PSA) test when it comes to

    detecting prostate cancer? Retrieved from

    Is PSA reliable?

    Han, P.K.J., Kobrin, S., Breen, N., Joseph, D.A., Li, J., Frosch, D.K., & Klabunde, C.N. (2013).

    National evidence on the use of shared decision making in prostate-specific antigen screening. 
    American Family Medicine, 11
    (4), 306-314. doi: 10.1370/afm.1539

    Kollmer, J. (2018). Screening for prostate cancer: Are PSA blood tests reliable? Retrieved from

    https://www.uchicagomedicine.org/forefront/cancer-articles/2018/july/prostate-cancer-are-psa-blood-tests-reliable

    Mayo Clinic. (2018). PSA test. Retrieved from

    https://www.mayoclinic.org/tests-procedures/psa-test/about/pac-20384731

     

    Lillian,

    Thank you for the post regarding prostate specific antigen (PSA) screening for early detection of prostate cancer in men.  Men in the United States have a 16% chance of a prostate cancer diagnosis in their lifetime and a 3% chance of dying from prostate cancer (Quass, 2015).  Current screening practice involves transrectal ultrasound biopsies if PSA is elevated and/or digital rectal examination is abnormal (Verbeck & Robol, 2018).  Currently there is not a definitive recommendation regarding timing of repeat biopsy if the initial biopsy is negative (2018).  The pancreatic cancer mortality at 15 years of follow-up was less than 0.5% (2018).  Of note, almost half of the men who died from pancreatic cancer with a previous negative biopsy were not compliant with follow-ups (2018).  Therefore, as the practitioner, it is important to educate male patients about the importance of follow-up testing when previous testing was negative.  Evaluating each patient’s risk factors and providing individualized education is crucial in order to manage follow-up testing.  It is important to note that, according to the Centers for Disease Control (CDC), the majority of men diagnosed with prostate cancer never experience symptoms and, without screening, would never know they had the disease (2018b). NURS 6512 Week 3 discussion Posts and responses

    References

    Centers for Disease Control (2018b).  Prostate cancer.  Retrieved from
    https://www.cdc.gov

    Quass, J. (2015).  PSA screening for prostate cancer. 
    American Family Physician, 91
    (9).  Retrieved from
    www.aafp.org/afp

    Verbeek, J. & Roobol, M. (2018a).  What is an acceptable false negative rate in the detection of prostate cancer? 
    Translational Andrology and Urology, 7
    (1), 54-60.  doi:10.21037/tau.2017.12.12

     

    T M

    Initial Post: Week 3

     

    Body Mass Index (BMI) is a person’s weight in kilograms divided by the square of height in meters, (CDC, 2017). It is a measurement that can categorize an individual’s weight status into five categories; underweight, normal, overweight, obesity, and extreme obesity, (Ball et al., 2015). According to Ball et al. (2015), BMI is the most shared method used to measure nutritional status and total body fat percentage (BF %). BMI will be used as the discussion point to compare the validity, reliability, and what sensitivities, and predictive values this tool offers or does not offer. NURS 6512 Week 3 discussion Posts and responses.

    Validity & Reliability

    According to Romero-Corral et al. (2008), BMI has been used as an assessment tool for BF % and classification of a healthy or unhealthy weight for over the last thirty years. It is the most inexpensive and accessible tool used for practitioners for any aged patient. It assists the practitioner to intervene, provide care, and resources to allow the patient to either gain weight or lose weight.

    According to Freedman & Sherry (2009), the validity of the BMI tool can vary regarding the degree of BF %, especially in children. The BMI tool was victorious in the categories of obese and overweight, but differed in results in average to underweight individuals based on the lean mass; which is the bulk of the human weight, (Romero-Corral et al., 2008). It was shown that it was a useful tool and correlating with high BF% when the BMI was high but did not correlate when the individual was thin or underweight. In other studies, using adults as the subject, it generally related to the studies used in children, where the BF % linked with BMI but failed to draw a parallel with lean mass. Overall, as the BMI tool is a valid tool when assessing an overweight or obese patient many studies confirm that it is a tool able to be used solitarily to diagnose obesity; as it might have good specificity, it dismisses more than half of individuals with excess fat, (Romero-Corral, 2008). NURS 6512 Week 3 discussion Posts and responses.

    Sensitivities & Predictive Values

    BMI has good specificity but low sensitivity to detect obesity, (Romero-Corral, 2008). In one study, a high BMI while identifying one with excess BF% has been reviewed by measuring sensitivity, positive predictive values, and specificity, it concludes that an individual with a high BMI and BF% there is a strong influence estimating the functionality of its screening, (Freedman & Sherry, 2009). The BMI having this high specificity and low sensitivity is still considered to be an excellent indicator to diagnose obesity, but as defined as excess adiposity, (Stettler, Zomorrodi, & Posner, 2012). Additionally, assessing the values of sensitivity, specificity, and predictive values, the functionality of the BMI tool was diminished in increased age, ( Romero- Corral, 2008).

    Conclusion

    As a practitioner, evaluating patients and their weight is a sensitive subject that most patient’s discard or are embarrassed to discuss. Using useful tools such as the BMI should be valid and accurate while trying to diagnose and provide treatment and resources to those who are in subpar weight categories. Although the BMI tool has been summarized to be effective in using with obese patients, the provider should be specific and double check their diagnosis of any weight category with a second or third measuring tool to be more accurate with his/her diagnosis. This will ensure the best outcome for the patient. NURS 6512 Week 3 discussion Posts and responses

    Resources

    Ball, J.W., Dains, J.E., Flynn, J., Solomon, B.S., & Stewart, R. W. (2015) Seidel’s guide to

     

    physical examination (8th ed.). St. Loius, MO: Elsevier Mosby

     

    CDC, (2017). About adult BMI. Retrieved from

     

    https://www.cdc.gov/healthyweight/assessing/bmi/adult_bmi/index.html#Reliable

     

    Freedman, D.S., & Sherry, B. (2009). The validity of BMI as an indicator of body fatness and

     

    risk among children. Pediatrics, 124 (Supplemental 1). Retrieved from

     

    https://pediatrics.aappublications.org/content/124/Supplement_1/S23

     

    Romero-Corral, A., Somers, V. K., Sierra-Johnson, J., Thomas, R. J., Collazo-Clavell, M. L.,

     

    Korinek, J., Allison, T. G., Batsis, J. A., Sert-Kuniyoshi, F. H., … Lopez-Jimenez, F.

     

    (2008). Accuracy of body mass index in diagnosing obesity in the adult general

     

    population. International journal of obesity (2005), 32(6), 959-66. Retrieved from

     

    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2877506/

     

    Stettler, N., Zomorrodi, A., & Posner, J.C. (2012). Predictive value of weight-for-age- to

     

    identify overweight children. Obesity Journal, 15(12), 3106-3112. Retrieved from

     

    https://doi.org/10.1038/oby.2007.370

     

    T,

    I enjoyed reading your post on Body Mass Index (BMI).  I agree that discussing weight and BMI with patients can be a very sensitive subject.  The BMI tool has been implemented by many schools, including my three daughter’s school district, in an effort to raise awareness of parents about their own child’s health status.  Childhood obesity is a serious problem in the United States putting children and adolescents at risk for poor health (CDC, 2018a).  In the United States, the prevalence of obesity among youth is 18.5% (Hales et al, 2017).  It is important to make parents aware of avoidable health issues that can negatively impact their child’s future.  Parents have a direct influence over their children’s physical, food, and social environments (Townsend et al, 2018b). It is essential that when providing parents with the BMI of their children that they are also made aware that BMI does not measure body fat directly and that the relationship between BMI and body fat varies by sex, age, and race (2017).  As a practitioner, we are obligated to discuss with parents and children the consequences of maintaining a high BMI and that their BMI is a modifiable health factor.  We also need to explain that the BMI calculation is a tool used to assist in preventing long-term consequences of unhealthy weight, whether overweight or underweight. NURS 6512 Week 3 discussion Posts and responses

    References

    Centers for Disease Control (CDC) (2018a).  Prevalence of childhood obesity in the United States.  Retrieved from
    https://www.cdc.gov

    Hales, C., Carroll, M., Fryar, C., & Ogden, C. (2017).  Prevalence of obesity among adults and youth: United States, 2015-2017. 
    NCHS Data Brief, 288
    (2017).  Retrieved from
    https://www.cdc.gov

    Townsend, M., Shilts, M., Styne, D., Drake, C., Lanoue, L., & Ontai, L. (2018b).  An obesity risk assessment tool for young children: Validity with BMI and nutrient values. 
    Journal of Nutrition Education and Behavior, 50
    (7), 705-717.  Retrieved from https://doi.org/10.1016/j.jneb.2018.01.022

     

     

     

    Dr. S

    As a practitioner, it is important to educate patients on the timing and importance of screening mammograms.  When a patient is non-compliant with repeat screenings, I will discuss the reasoning behind this decision or lack of prioritizing a life-saving test.  One study found that patients with a higher number of chronic diseases had decreased screening rates (Guo et al, 2015).  This may be that most health care visits in this population are spent with specialists that aren’t as focused on breast cancer screening (2015).  It is also important to address other causes of non-compliance, such as discomfort and pain caused by compression during the mammogram (Mullai et al, 2016). NURS 6512 Week 3 discussion Posts and responses

    References

    Guo, F., Hirth, J., & Berenson, A. (2015).  Effects of cardiovascular disease on compliance with cervical and breast cancer screening recommendations among adult women. 
    Journal of Women’s Health, 24
    (8), 641-647.  doi:10.1089/jwh.2014.5129

    Mullai, N., Murugesan, N., Burton, L., Goodin, V., & Stout, A. (2016).  Risk of noncompliance due to patient discomfort during screening mammogram. 
    Journal of Clinical Oncology, 27
    (15s), 1522.  doi:10.1200/jco.2009.27.15s.1522 NURS 6512 Week 3 discussion Posts and responses

  • ENT 435 Topic 3 DQ 1 – Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos

    ENT 435 Topic 3 DQ 1 – Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos

    Module 3 DQ 1

    Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos.

    The story of creation is the foundation of the Christian worldview and displays God’s innovation through his thought process by his passion, vision and ability to inspire man. During all my research on this topic one thing is clear about all the great innovator throughout time is their passion. With such great passion, these innovators created a vision to follow and in most cases inspired people that they never thought they would because like Benjamin Franklin most aren’t around to inspire anymore. Their thought process that is dictated through notes and end results are all we have to go on. ENT 435 Topic 3 DQ 1 – Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos.

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    So just like in the Bible, God’s thought process is translated into notes and we live in the results of his creation. What we do with it and to it is another story and a different topic. As for God’s innovation of creation, chaos and inspiration for creative leaders Genesis 1:1, it tells of how he made something from nothing and continues on with the waters, land, light, dark and eventually man. This is where most creative leaders start, they see a need for something where there is nothing. He didn’t like the void and the ability to create the Earth out of nothing required a passion. ENT 435 Topic 3 DQ 1 – Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos. This passion required patience, because everything great takes time and doesn’t happen overnight. Another example of this patience, creating/growing a baby. Every mom will tell you it does wear on your patience at times growing another human being but the love/passion for that little human is like no other. This is how God demonstrates His love/passion for creation ENT 435 Topic 3 DQ 1 – Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos.

    From this passion stems vision. The power to visualize your passion is different. My great grandmother told me many times growing up, especially when I was learning to believe, that I must believe/have faith in order to see not the other way around like what was taught to me later in Sunday School. You cannot say to your passion, “I will believe it when I see it” because it doesn’t exist without you visualizing it first. God did not limit his passion because he couldn’t see it, His passion became what he saw in his mind. Dream big! See big!

    To get to great innovations one must think differently than the rest. God’s mindset was and is different than those of His creation. There are those who like everything as status quo and those who see what could be. God saw (again with visualization) what could be and took a chance. During his thinking and creating was much chaos and yet had order. I am of the belief that the big bang theory is God’s way of giving those of us who think scientifically a better understanding of creation. To understand this is to understand the chaos that ensues when stars, planets and the alike are born. ENT 435 Topic 3 DQ 1 – Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos. God controlled this chaos with an order from thought to design to creation. Everything in between is chaos take for example how we get from the DQ question to our answers, I can’t be the only one to write and rewrite an answer two to three times before I finally say, “Ok, this one I will go with.”  To have an innovation with chaos would mean it’s perfect and doesn’t need anything and that just wouldn’t be innovative or creative.

     

    God’s creation has inspired many great leaders and innovators rather they know it or not. If it wasn’t for the time, patience, passion, vision and different thinking would any of this be here? Would you be here if your parents, teachers or leaders challenged you on any level throughout your life to learn or want more?  God wanted more, so here we are. ENT 435 Topic 3 DQ 1 – Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos.

     

    Genesis 1:1 New International Version

     

    Module 3 DQ 2

    Hypothesize why it is important for leaders both to create and enable chaos as well as a clear sense of purpose in organizations.

    Chaos is an uncomfortable zone and we as humans tend to avoid it or in some cases ignore it. When outside forces invade, our comfort zone our natural tendency is to push back not embrace. As leaders, it is important to create a zone of uncomfortability where a semblance of ordered chaos can establish purpose for workers to push beyond their comfort. Leaders have a responsibility to cultivate change and adapt a workers thinking/actions when comfort is the norm. To cultivate an environment, a leader must foster idealism and trust that sparks thinking beyond the boundaries of the comfort zone. ENT 435 Topic 3 DQ 1 – Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos. When all seems out of control or appears that way a great leader will look for opportunities to help their workers discover those opportunities. Creating ordered chaos with the right amount of creativity in an organization helps prepare an organization and workers for success and to move forward with confidence.

    Within the company, I work for it is one of my jobs to shake up comfort zones. In the last year, I have done a great job of pulling everyone from their comfort zones, even my boss. They are starting to get use to me doing this to them but I am about to rock their world again with the next step of my job. Chaos follows until the next update. ENT 435 Topic 3 DQ 1 – Explain how the account of biblical creation can be viewed as a model for innovative and creative leaders when managing chaos.

  • NURS 6512 Week 3 Obesity Essay Discussion examples

    NURS 6512 Week 3 Obesity Essay Discussion examples

    NURS 6512 Week 3 Main Discussion Post

    Obesity is common among children in the United States and between 2011 and 2014 obesity was detected more in preschoolers than school-aged children (Ogden, Carroll, Fryar, & Flegal, 2015). The overweight 5-year-old boy with overweight parents will be at the center of this week’s discussion. According to the Centers for Disease Control and Prevention [CDC] (2015a), a child is said to be overweight when he or she has a body mass index at the 85th percentile and less than 95th percentile for children and teen of similar age and gender. The issue of childhood obesity is a multifaceted health problem, and the causes are parallel to those in adults which includes genetic and behavioral aspects.

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    Health Issues and Risks

    An overweight child is at risk for some diseases commonly type 2 diabetes and other conditions such as hypertension, liver disease and heart disease (University of California San Francisco [UCSF], 2015).  According to USCF (2015), about 40 percent of overweight children will experience some metabolic syndrome. NURS 6512 Week 3 Obesity Essay Discussion examples.

     

    Additional Information Needed

    Obtaining the child’s data such as height and weight will help calculate his BMI. The BMI is commonly used to assess total body fat. According to Faguy (2016), when you have both parents who are obese, it certainly increases the chances of their children becoming obese. To determine the cause of the child’s obesity, the following questions are vital.

    What does your child eat in a day?

    Does your child stay indoors?

    iii.    Do you have a family history of obesity?

    What do you think is responsible for your child’s obesity?

     

    Encouraging caregivers

    The best way to encourage caregivers would be to reinforce healthy eating such as including more fruits and vegetables and less fatty or sugary foods in the child’s diet. The parents also have to start eating right to be able to effect any change in their child. Encourage the parents to be more active than sedentary; educating them on the benefits of allowing the child to be physically active by going to the park or going on a walk with the child will aid in weight control. NURS 6512 Week 3 Obesity Essay Discussion examples.

     

    References

    Centers for Disease Control and Prevention. (2015a). Defining childhood obesity. Retrieved from Walden Library Database

    Faguy, K. (2016, January). Obesity in children and adolescents: Health effects and imaging implications.
    Radiologic Technology
    ,
    87
    (3), 279-298. Retrieved from https://www.ncbi.nlm.nih.gov

    Ogden, C. L., Carroll, M., Fryar, C., & Flegal, K. M. (2015). Prevalence of obesity among adults and youth: United States, 2011-2014.  Retrieved from Walden University Database NURS 6512 Week 3 Obesity Essay Discussion examples

    University of California San Francisco. (2015). Health risks of overweight children. Retrieved from https://www.ucsfbenioffchildrens.org/education/health_risks_for_overweight_childr

     

    Week 3 discussion NURS-6512

     

    The scenario: an overweight 5-year-old boy who has parents that are also overweight.   In the United States, the obesity rates in children have tripled in the last three decades (Obesity Society, 2014).  An estimated one of every six children are overweight, with children of Mexican and Native American decent being at highest risk for weights greater than the 85 percentiles, with estimates between 35-40 % (Centers for Disease Control and Prevention[CDC], 2017). These numbers make obesity the most common nutritional disorder in the United States.  The purpose of this week’s discussion explores how to gather information and encourage parental involvement in assuring and maintaining a healthy weight for their child.

    In the scenario, both parents are overweight.  Studies have shown that children with two obese parents are 10-12 times more likely to be obese than children with parents that are not overweight (Fuemmeler, Lovelady, Zucker, & Ostbye,2013). The weight gain often occurs in early childhood between the ages of 3-5 years, these children tend to be less active physically and prefer foods high in fat to healthier options (Fuemmeler, Lovelady, Zucker, & Ostbye,2013).  Parenting style, a mother with diabetes during pregnancy (gestational) and lower income levels are also risk factors for childhood obesity (CDC, 2017) NURS 6512 Week 3 Obesity Essay Discussion examples.

    Talking About It

    The first step to addressing a child weight is to do a complete physical assessment to identify the presence of any abnormal findings.  The results of the physical assessment may provide a segue way for addressing a specific issue or lifestyle concern and offering options for change.  Observing the parents weight, asking questions related to activity level, food choices and eating habits along with physical assessment and height to weight ratios provide insight into the risk of obesity (Obesity Society,2014).  Socioeconomic status should also be considered and if warranted the practitioner should be able to suggest possible resources for assistance.  While addressing a child’s weight with a parent may be uncomfortable for both the parents and the provider, it is important that parents understand the health risks associated with childhood obesity. NURS 6512 Week 3 Obesity Essay Discussion examples.

    Strategies for Prevention

    There are many ways to approach the topic of obesity.  A few of the possible strategies include:  education regarding the likelihood of future health issues like heart disease and diabetes, encouraging diets low in saturated fats and carbohydrates, focus on the importance of an active lifestyle, tracking of health history, birth weights, ethnic, socioeconomic and environmental factors as well as monitoring the height and weight of all children yearly and calculating body mass index (BMI) in older children or adolescence (Obesity Society, 2014).

    Conclusion

    Obesity is not just about physical appearance.  It is about health and maintaining it.  Addressing the parents of an overweight child may be uncomfortable and the importance of a tactful approach cannot be understated. I believe that most parents want what is best for their children and will do what they can to assure the health of their child NURS 6512 Week 3 Obesity Essay Discussion examples.

     

    Reference:

    Centers for Disease Control and Prevention [CDC], (2017).  Childhood Overweight and

    Obesity.  Retrieved from:
    https://www.cdc.gov/obesity/childhood/

     

    Fuemmeler, B. F., Lovelady, C. A., Zucker, N. L., & Østbye, T. (2013). Parental obesity

    moderates the relationship between childhood appetitive traits and

    weight. 
    Obesity (Silver Spring, Md.)
    , 
    21
    (4),

    815–823.
    http://doi.org/10.1002/oby.20144

     

    Obesity Society. (2014).  Childhood Overweight.  Retrieved from:

    http://www.obesity.org/obesity/resources/facts-about-obesity/childhood-

    overweight NURS 6512 Week 3 Obesity Essay Discussion examples

  • CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation

    CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation

    During Phase 1, each individual will submit their own idea for an innovation along with a model they find useful for evaluating its merits. Each team member is responsible for completing research on various models. While there are several models in circulation for evaluating innovations, such as The Lean StartUp Plan, NOMMAR, SNIFF, and the linear and mental models of innovation, innovators should not feel constrained by any particular model. Feel free to borrow elements from multiple models to develop one that would work best to most effectively evaluate your own innovation.

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    Teams will then review all of the submissions and choose the most promising idea to pursue. The idea should be selected by application of one of the evaluation models submitted by team members. You will then write a report of 1,500-2,500 words that describes the team’s selection process and identifies the final choice. The report must contain the following components:

    1. A one- or two-paragraph summary of each team member’s idea, a description of the model used to evaluate the idea, and the results of the evaluation. Specifically, the evaluation should identify the merits, drawbacks, and challenges associated with the idea.

    2. Identification of the selected idea for the project accompanied by a description of the model used to evaluate the idea. Include the results of the evaluation, which will serve as the justification for the team’s selection. Preliminarily forecast the most significant challenges that could impede the development of the selected idea. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    3. A project plan that summarizes the roles or tasks assigned to each team member that must be accomplished to complete Phase 2 of the project due in Module 6.

    4. In-text citations from at least five reputable secondary sources. Each person on the team must contribute an article from the research that was completed on innovation implementation/evaluation models.

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

     

    Many people however, do not realize that you need to have a process or model to base their direction on. Each person shared an innovation that they want to have come alive and how they purpose to have the innovation model, the assignments for each team member to help complete phase two that is due Module 6, as well as information from research on how to implement the models for each innovation purposed by the team members.

    Innovation Idea 1

    Team Member 1’s innovative idea is to create a subscription based, home based business forum and membership site for those that choose a home-based business from the site. Members will pay a monthly subscription to be able to utilize the site and all of its resources to move forward in their business endeavor.

    There does not seem to be one internet site that anyone could join for a monthly fee and choose from hundreds of already successful home-based business models, have the tools and resources readily available to use, and to have a community of similar business owners to communicate with, all in one place. The marketing and advertising infrastructure would already be established for the different types of home-based businesses and as part of the monthly fee. The site would include legal advice, access to business mentors, and a group of professionals available to help members grow their business without emergent chaos because of the structure and processes already in place. There would be preexisting web templates to help set up a website, as well as other legal documents and accounting templates all with instructions on how to use them.

    In researching home based business opportunities, there are many websites and articles available that make suggestions on where to look for more resources or information. One such example is 67 Home Based Business ideas, Start Making Money Now, (Rose, J. 2019). The number one suggestion is to become an Uber driver. There are no websites that exist that truly enable the business to be created with the sites resources as the infrastructure.

    In order to evaluate this innovative idea, a model for evaluating innovations must be used. The model chosen for this evaluation is NOMMAR (©2009 Jay Paap, Paap Associates) NOMMAR stands for need, options, market model, approach and relevant. In evaluating the idea of an all-inclusive subscription-based web portal for home-based businesses, NOMMAR will allow for early stage decisions as to the viability of the service by asking questions. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    The service is needed and appears to be a service that consumers would pay for. The drawbacks of this ideas are; the market potential is unknown, the cost is unknown to create the site, the return on investment is unknown and building a portal like this can be time consuming and costly. The challenges are; much more research needs to be completed before proceeding.  While the challenges are significant and the risk is large, the payoff could be incredible and larger than other innovators like Uber.

    Innovation Idea 2

    Team Member 2’s idea is a customizable home décor site where you are able to design your own décor to fit your style and customize the size/color to best fit the space.  There would also be different styles and brands that the customer is able to use as inspirations and a model to build your own styles from.  Consumers would be able to design and customize any home decor that they would want and custom fit it for their space.  They would then place their order and the custom workman’s would put your idea into life and mail it out to you as soon as it is done.  This is great for people that have tons of ideas but don’t have the time or ability to make the things themselves.

    Team Member 2 put this idea to the SNIFF test, the competitive advantage of this idea is that consumers would have the flexibility of being able to order any home décor that they create or want to have made by a workman for their home.  This would be a lot more convenient and creative than any home store that is in existence right now.  I believe that a competitor would be able to make an argument for a winning by taking the opposite approach.  This idea would still win though because a lot of the consumer’s fun and creativity comes out of them being able to design the product themselves. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    Innovation Idea 3

    Team Member 3’s innovation idea is a home shipping company that you can have a better selection at picking the day and time of the delivery at no extra cost. In this day and age, a lot of people get packages stolen, and it is worrisome to the working class or just those who are away from home a lot. With this company it would give you the week of it would be ready, and you could pick which day of the week you would want it on. Also, you could pick in 2 hour increments the best time of delivery instead of something like by end of day.  The main idea is to give customers better open availability and be able to have a more exact timeframe to be able to expect whatever it is that they are ordering.

    Team Member 3 put this idea to the SNIFF test being that home shipping is a huge business as of right now. This would be very convenient and easy for consumers because online shopping has become more popular than shopping in store due to people being so busy all the time. This fits one of the main questions of SNIFF which is is there a sizable market for this endeavor. (2011) There are already popular shipping companies such as DHL, UPS or FEDEX, although these companies are only able to give time frames such as end of day or by 8 P.M, and most of the time these are just vague estimates. This company would also have the big idea of more accuracy to keep the shopper updated and in tune with their purchases. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    Innovation Idea 4

    Team Member 4’s innovation idea is to re-design an item that every one of us uses, the toilet. With how many germophobes in the world today we should have a toilet for the home use that you do not have to use your hands to flush. I know they already have the self-flushing toilets; however, they are too expensive that people will not put them in their house or even in smaller businesses. My idea is to make a toilet that has a foot flush on it so that way no one has to use their hands for the flushing. I think making a model for this type of innovation and the results of an evaluation. We could easily identify the merits, drawbacks, and the challenges associate with this idea.

    Team Member 4 put this idea to the NOMMAR, which the first questions that needs to be asked is there a need for the product or is it more of a want. The foot flush toilet is more of a need as more and more people are becoming more aware of germs. Touching anything in the bathroom causes a huge spread of germs and some people use their hand to flush the toilet with their hands while others use their foot to flush a public toilet. This innovation has lots of potential on the on the target market. I think anyone who has a toilet in their house or business, this innovation would be an easy and cheaper way than having an auto flush toilet that does not always work properly. Now after answering all of these specific items about the innovation of a Foot Flush Toilet then you should have the ability to come up with the answer to, “should we do it?” (Terwilliger, 2011).

    Innovation Idea 5

    Team Member 5’s innovation is a Smart Car Seat, as a parent one thing you cannot afford to forget is leaving your sleeping child in the back of the car. Smart Car Seat can help ease the minds of parents by reminding them to double check if their child is still in the car. This device is small enough to fit on a key ring with the vehicles keys and can be connected to a phone app. If the car seat detects weight and/or the car seat buckle is locked while the device is a certain distance from the car, the device will buzz, beep, and blink to alert the parent. The smart car seat can also be linked to the phone app to send alerts to phone, so no child is left behind. The target group would be new parents, nannies, babysitters, grandparents, or anyone who is driving with a young child or infant. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    The evaluation model used was SNIFF (Terwilliger, 2011). The smart car seat is a device that will help many parents ease their anxiety and unfortunately society need as an option because of the amount of children that are left in the car.  This device can have a positive impact on families and even save the life of a child. It is feasible because of technology today, and can be easily linked to a smart phone. This will give parents the peace of mind they are looking for. A few drawbacks would be the target audience and the growth of technology. This device would be for those who have young children, and once those children grow out of a car seat, then there is not a need for the device. Also with technology continuously growing, the product would most likely need to “update” and improve constantly.

    Chosen Innovation and Model Used to Evaluate It

    Choosing a model was not easy as every single person did an outstanding job coming up with innovations. However, when it came down to it the chosen innovation was the home décor design site for those that want to be able to enter in information and dimensions of rooms or spaces within the home and then be able to enter in other data such as wall or floor colors, insert furniture photos from the owners exiting furniture and then also enter in new furniture or accessory options. The site would use partner products and purchases of those partner products would fund the site.

    The issue with home décor and design, is that first one has to easily be able to enter in the customers current living spaces information and have it visually populate the data correctly and give an accurate visual representation of the existing space and then the ability to add new or change design elements and have them accurately represented with the ability to purchase them at competitive prices. The site would have to have its own complete infrastructure and the ability to be flexible, adaptive and ever changing.

    In order to evaluate this innovative idea, a model for evaluating innovations must be used. The model chosen for this evaluation is NOMMAR (©2009 Jay Paap, Paap Associates) NOMMAR stands for need, options, market model, approach and relevant. In evaluating the idea of an all-inclusive subscription-based web portal for home-based businesses, NOMMAR will allow for early stage decisions as to the viability of the service by asking questions. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    N(Need).          Q.  Is there a customer need? Will someone want it?

    There appears to be a need for this service. The service already esists. There are many home décor and design websites available that allow for import and design using 3d modeling. An example is https://freshome.com/10-best-free-online-virtual-room-programs-and-tools/

    In order for the idea to be innovative, the group would need to meet and determine what different features, functionality, ease of use and what different end desired result would we want to create in order to be innovative.

    O(Options)       Q. Are there technology options or partner companies available that could meet the need?

    The technology exists to create such a web site. There are companies that exist to create the portal, populate the portal and maintain the portal.

    M(Market)       Q. Is there market potential? Will someone pay for the service? CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation

    There is market potential for this service. In starting a web-based décor and design site, the demand is clear as there are many participants in the market already. Th real question is how do we create something new and differentiating from the existing choices that are already out there?

    M(Model)        Q. Could someone create the home décor and design portal? Can this be done and is there an existing model of success that could be referenced?

    Yes- there are many existing choices out there.us

    A(Approach)   Q. Could we do it? Could we create this company? Do we have the resources? Is it worth the risk? Will the endeavor be met with resistance?

    We are a group of venture capitalists that are evaluating this innovation. We have the financial resources. We have partnerships and knowledge transfer capital that gives us the potential of the approach. It is unknown if the endeavor will be met with resistance. The big question is risk? With the significant capital required for this endeavor, an unsure adoption rate, a high new customer acquisition cost and the potential for us to be considered copycats in the market, the risk seems very high.

    R(Relevant)     Q. Should we do it? Should we move forward with the project? How does this fit with our overall strategy and image? What additional benefits could we see by moving forward?

    The strategy of this endeavor aligns with our combined venture capitalist participant’s goals. There is an opportunity to cross market additional products and services offered by the members of the group that could bolster the group overall by moving forward.

    The Process of Decision

    The biggest part of the process with this assignment is figuring out the who will do what and setting up deadlines that each and every one will be able to meet. Team Member 4 has assigned Team Member 1 to come up with an actual name for the service as well as describe the value the new product will provide for the people of the world as well as the need it will meet. Team Member 4 will also help Team Member 1with both tasks to help reach the requirements of both the assigned tasks. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation. Team Member 5 and Team Member 2 will work together to utilize the model NOMMAR to create a detailed plan for the home decor innovation. Team Member 3 and Team Member 4 will create the visuals of charts and graphs to show the professional appeal of the plan and innovation. Research will be done by each person of the group, however Team Member 4 and Team Member 5 will do research on product development, Team Member 2 and Team Member 3 will do their research on management processes and Team Member 1 and Team Member 4 will research methodologies, Team Member 5 and Team Member 3  will research models. Each research done by each person should come with an in-text citation so that we will meet the six secondary sources needed to complete phase two of this group assignment. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    References:

    10 Best Free Online Virtual Home Room Programs. (Gibson, R. 2015.) Retrieved from:

    10 Best Free Online Virtual Room Programs and Tools

    67 Home Based Business ideas, Start Making Money Now, (Rose, J. 2019). Retrieved from:

    http://www.creativerealities.com/innovationist-blog/bid/54707/Two-models-for-evaluating-early-

    innovation

    May, M. E. (n.d.). A Sniff Test for Strategy. Retrieved from: https://www.innovationexcellence.com

    /blog/2018/02/11/a-sniff-test-for-strategy/

    NOMMAR: Creative Realities Inc. Two Models for Evaluating Early Innovation (©2009 Jay Paap, Paap

    Associates) Retrieved from: http://www.creativerealities.com/innovationist-blog/bid/54707/Two-

    models-for-evaluating-early-innovation CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation

    SNIFF Test Criteria. March 2011. Retrieved from http://www.creativerealities.com/innovationist-

    blog/bid/54706/The-SNIFF-test-criteria-for-early-innovation-decision-making

    Terwilliger, J. (2011). Creative Realities inc. Two models for evaluating early innovation.

    Retrieved from: http://www.creativerealities.com/innovationist-blog/bid/54707/Two-

    models-for-evaluating-early-innovation

     

    The white team has evaluated our individual member’s innovative ideas. We used a variety of different evaluation methods including NOMMAR, SWOT, and SNIFF.

    These ideas are presented as follows: Innovator’s name and idea.

    Innovation #1

    For many of us with vehicle, we may find ourselves without the proper knowledge to properly assess a problem with our vehicles. Most of the time when it comes to vehicle problems, it usually is a servicing issue and/or people just simply do not know how to diagnose a faulty system. A great innovation ideas that there could be the creation of an in-vehicle automatic serving and diagnostic system in every vehicle for everybody who doesn’t seem to have the capability to perform everyday preventative/periodical maintenance on a vehicle. The ideas of the system is that it is a vehicle mounted box with different compartments with all of the necessary fluids to service any system on a vehicle. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation. The unit will not only be connected to every system via hoses but, the unit will also house a diagnostic unit that will visually display what the current problems is/are on the vehicle instead of a code from a diagnostic tool you find at a local garage. At the push of a button, the system will service the necessary systems with replenishment fluids in order to meet the vehicle standards. This will ultimately lower the costs of going to a local garage to have a particular system serviced and as well as lower the costs of troubleshooting systems. We have all had it done to us, we go to the dealership and they tell you that one component is bad, then they tell us that another component is bad. We end up spending too much money for maintenance. This innovation can help all of the people that who are not vehicle savvy save time and money. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    CLC:  Phase 1-Proposing, Evaluating, and Selecting an Innovation                                     3

     

    To evaluate this innovation, there are two methods that the innovation can be evaluated by using NOMMAR and SNIFF. Certain aspects of both would be great to use for example, SNIFF uses Feasibility as a key criteria.  NOMMAR uses both “A realistic Approach (we could do it), and “O: Technology options” — two ways of considering feasibility (Creative Realities Inc., 2011). The NOMMAR tactic will be used to assess the idea. NOMMAR – a rational and risk-sensitive approach to choosing opportunities. The process consists of six steps that include: (N): is there a customer need? (Someone will want it), (O): are their technology options? (Someone can meet the need), (M): is there a potential market? (Someone will pay), (M) is there a business model? (Someone could do it), (A): do we have a realistic approach? (We could do it), and (R): is it relevant? (We should do it) (Paap, 2008). The NOMMAR tool is useful for ideas in their early stages of life. To break down the idea, there would be customers that would want to have the product in their vehicles. There is a great customer need for simplicity and low difficulty to operate. Yes, there are technology options. There are several vehicle engineering companies that could quickly create a prototype for the testing of the product. Yes, there is a potential market for the servicing/diagnostic unit, those people include those who do not have the necessary knowledge to perform simple servicing and troubleshooting on their vehicles. Yes, there could be a potential business model but, it would take more planning in order to further evaluate the product. Yes, this product could be the real deal. With the amount of technology in the world today, there is not limit on what we can do to a vehicle in terms of safety and making things simple for people. Finally yes, it is relevant, there is a need for maintenance on a vehicle. The automobile industry will continue to grow and so will the amount of maintenance performed. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    CLC:  Phase 1-Proposing, Evaluating, and Selecting an Innovation                                     4

    Innovation #2

    This idea for a fitness monitoring shoe that will allow the wearer to monitor many aspects of their daily walking running or exercising routine. The shoe will be available in either walking or running shoes or cross-trainers. The shoes will have built in micro monitor units that send signals to a smart-phone app. The shoes will have a built in micro battery (much like a watch). Upon the initial purchase, the owner/user will set-up their profile within the application software.  We can even set-up an auto e-mail function. This profile set-up will contain the common biological outlines such as height, weight, and age. There will be a variety of settings the wearer can use including heartrate, calories burned, miles walked (or ran). The shoes will also be able to monitor weight, pressure and balance, which can help posture. These shoes will have GPS on them, and can be used to monitor military troop movements as well as manage stress. Some names I have coined for possible trademark/copyright are: “Fitness Shoes,’ “Shoe-fit,” “Exer-shoe,” “Fit-feet,” “Fit-Shoe,” “MDwalkers,’ and “Footness Shoe,’

    What the shoe will monitor.

    Heartrate   Distance walked    3.  Distance ran           4.  Weight

    Calories burned   Pressure      7.  Rest            8.  Center of Gravity

    GPS   Temperature

    I am using the SWOT analysis. “External and internal analysis combined constitute a SWOT analysis.” (Ch. 2 pg. 83)

    Strengths:      
    While there are fitness tracking devices available in the market, there are none that incorporate the shoe. The fitness shoe will be the first of its kind to connect the two. Using a CLC:  Phase 1-Proposing, Evaluating, and Selecting an Innovation                                     5

     

    fitness tracking device in the shoe allows for more tracking capabilities. Fitness shoe can track up to 8, while most other non-foot/shoe oriented tracking devices only track 2 to 3 items.

    Weaknesses:
                   People are very market oriented to new gadgets, would need to test market for success determinations.  The shoe itself may not be appealing to the consumer. Would need an appealing design/look.

    Opportunities:          
    Fitness shoe could expand its product base by offering “companion” products with the shoe. Lighted shoelaces that light up at designated times/occurrences. Or special socks could be a few. Also, a new product spin-off could create “shoe-liners” that incorporate the same technology only in a shoe liner that can be fitted a person’s preferred shoe.

    Partnering with a leading footwear manufacturer could reduce costs.

    Threats:         
    With a market of fitness tracking devices already out there, Footness shoe could be copied fairly easily and have direct competitors quickly.

    Innovation #3

    There are a lot of different fitness trackers out on the market. Very few have a sleep a tracker built into them. Most of these fitness trackers are large and bulky including the fitbit that you can wear on your wrist. There are people who may not want to wear something that resembles a watch when they sleep or may not be able to due to medical conditions. My husband has carpal tunnel and needs to wear braces to sleep. He has the fitbit but is unable to wear it comfortably under his braces.  The new Slim Fit Z will allow the freedom to wear it on your finger. The Slim Fit Z will be a thin ring one can wear with a small built in chip that will keep track of one’s pulse and monitor ones sleeping habits. The data can easily be synced to one’s phone or to the computer. It will come with a small box like charger that you can drop the ring in

    CLC:  Phase 1-Proposing, Evaluating, and Selecting an Innovation                                     6

     

    for easy charging and safekeeping. The consumer will set up an initial profile with their age, weight, height, and their personal preferences.

    While there are products out on the market that track sleep consumers want smaller, more convenient ways to rack their health. By creating the Slim Fit Z the consumers need for something better and smaller would be filled. The SNIFF innovation model could be used to determine how much of a need there is for this product. The product would help meet our vision for improving one’s lifestyle. It would meet the need for consumers to have smaller, more convenient ways to track their health. Given the consumers need to want to spend money it would certainly have more than enough opportunity to meet demand. We would have to create a timeline to base production off of but can be completed in a reasonable amount of time. Consumers are always looking for the latest in technology to purchase so this would be a good investment. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

    Innovation #4

               
    With many different sources of transportation available on any given day there are too many that are not eco-friendly.  In most places the means of transportation that is able to carry mass amounts of people in local towns and cities are buses.  These buses use excessive amounts of fuel to operate.  There are many people who do not want to pollute the Earth by using this source or those even stuck behind in their vehicle that have to smell the exhaust from the exhaust pipes.  Gas is very expensive, the Earth is dying from pollution, and it is harmful to mine for gas. The Eco-Earth buses will solve this problem by enabling people to choice a means of transportation that is not as damaging to the Earth.  It will receive its power from natural sources

    CLC:  Phase 1-Proposing, Evaluating, and Selecting an Innovation                                     7

    that are recycled.  The recycled items will include grass and yard clippings mixed with human waste from the sewage plant.  The mulch substance would be shipped to a plant that is also Earth friendly using solar paneled equipment to mix the items together continuously to ferment them into a liquid fuel source.  Buses would fuel up with the liquid fuel mixture that would in turn allow them to operate.  The product would help meet our vision for improving a person’s impact on the environment. The Eco-Earth buses would meet the need for consumers to have a greener way to travel from one place to another.  Consumers using this means of transportation would need to travel and therefore it would meet the demand while solving the problem of pollution.  Consumers are looking for ways to do their part with saving the Earth, re-inventing things to ensure they are cleaner and safe for the Earth, and contributing to their carbon footprint.  Eco-Earth buses are a step in the right direction.

    While each idea we feel is worthy of pursuit, our team has chosen innovation #3 “Slim Fit Z” as our innovation choice. The model that was used to evaluate our chosen innovation idea was SNIFF. The results of our evaluation are as follows:

    S
    trategy:  How well does this fit with our strategy and further our Vision?

    White team feels that the Slim Fit Z idea has solid attributes that fit perfectly into our strategy of bringing a new and innovative fitness tracker to market.

    N
    eed: How well does this address an important consumer/customer need?

    Our innovation fits perfectly into an important consumer need. Which is the ability to monitor a person’s health vitals. We will supply the platform for doing that with “Slim fit Z.”

     

    CLC:  Phase 1-Proposing, Evaluating, and Selecting an Innovation                                     8

    I
    mpact: Opportunity Size. Have we envisioned a sizable enough market with money to spend?

    The fitness tracker market is well established and will support new and innovative products.

    F
    easibility:  Can it be done technically within our timeframe? CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation

    While our timeframe can be flexible, one year from conception is adequate. The technology is already available. Slim fit Z takes that technology and applies it in the same application and purpose, but in a new way.

    F
    eel:  Most important — What does your “Educated Gut” say?

    From the prospective of intuition and examination of the current fitness trackers on the market, white team feels positive that this innovation can and will be successful.

    The Project Plan and schedule will have many challenges, some of which are development of a secure website for registration, manufacture costs, and marketing.

    The roles and tasks associated with this project plan are essential to its completion. White team will take our evaluated idea and implement the project plan process. It is through project planning that white team will summarize and assign the roles and tasks as follows.

    (Project Manager), will compile team member’s contributions, organize, and schedule completion date.  This role will also monitor and control our team’s progress.

    (Project Team), All members will research and describe a product development or management process, methodology, or model that could be utilized to implement the innovation.

    (Project Team Member), will describe the value the new product or service will provide to customers and describe the need it will meet.

    CLC:  Phase 1-Proposing, Evaluating, and Selecting an Innovation                                     9

    (Project Team Member), will utilizing the model selected by the team, create the detailed implementation plan for the innovation. This person will also finalize the name of the product and include a description.

    (Project Team Member), will make sure the plan accounts for contingencies/risks in the implementation process and includes realistic timeframe and budgeting considerations.

    (Project Team Member), will use graphics such as organizational charts, process maps, and/or budget tables as appropriate to increase the readability and professional appeal of the plan.

    (Project Team), All members will include in-text citations from at least six secondary sources.  Each person on the team must contribute an article from the research that was completed on product development or management processes, methodologies, and/or models.

    Finally, we as a team are confident that our innovation “Slim fit Z,” will create a positive impact in a market that is evolving. CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation.

     

    References

    Creative Realities Inc. (2011, April 5).
    The Innovationist: Two models for evaluating early innovation
    . Retrieved from Creative Realities Inc.: Catalysts for Collaborative Innovation: http://www.creativerealities.com/innovationist-blog/bid/54707/Two-models-for-evaluating-early-innovation

    Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2014).
    Human resource management: Gaining a competitive advantage
    (9th ed.). New York, NY: McGraw-Hill/Irwin. ISBN-13: 9780078112768

    http://managementstudyguide.com/swot-analysis.htm

     

    Paap, J. (2008).
    Evaluating & Choosing Opportunities When ROI is Unpredictable
    .

    Retrieved from The Management Roundtable:

    http://www.roundtable.com/membership/quick-insights/paap

     

    The “SNIFF” test – criteria for early innovation decision making. (n.d.). Retrieved July 17, 2015, from http://www.creativerealities.com/innovationist-blog/bid/54706/The-SNIFF-test-criteria-for-early-innovation-decision-making

    Weiss, T. (2013).
    Innovation Starts Within: Implementing Innovation in Organizations
    . Retrieved from http://www.trendsspotting.com/blog/?p=2298 CLC: Phase 1-Proposing, Evaluating, and Selecting an Innovation

  • Assessment Tools and Diagnostic Tests Essay Discussion

    Assessment Tools and Diagnostic Tests Essay Discussion

    Discussion 1: Assessment Tools and Diagnostic Tests

    When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

    In this Discussion, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values Assessment Tools and Diagnostic Tests Essay Discussion.

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    To prepare:

    ·        Review this week’s Learning Resources, and consider the factors that impact the validity and reliability of various assessment tools and diagnostic tests.

    ·        Select 
    one 
    of the following assessment tools or diagnostic tests to explore for the purposes of this Discussion:

    o   Mammogram

    o   Physical tests for sore throat (inspecting the throat, palpating the head and neck lymph nodes, listening to breath sounds)

    o   Prostate-specific antigen (PSA) test

    Assessment Tools and Diagnostic Tests Essay Discussion

    o   Dix-Hallpike test

    o   Body-mass index (BMI) using waist circumference for adults

    ·        Search the Walden Library and credible sources for resources explaining the tool or test you selected. What is its purpose, how is it conducted, and what information does it gather?

    ·        Examine the literature and resources you located for information about the validity and reliability of the test or tool you selected. What issues with sensitivity, specificity, and predictive values are related to the test or tool?

    ·        Are there any controversies or issues related to any of these tests or tools?

    ·        Consider any ethical dilemmas that could arise by using these tests or tools.

    Post 1 page paper APA format 
    a description of how the assessment tool or diagnostic test you selected is used in health care. Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.

     

    Readings

    ·        Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). 
    Seidel’s guide to physical examination
     (8th ed.). St. Louis, MO: Elsevier Mosby.

    o   Chapter 2, “Cultural Competency” (pp. 21–29) Assessment Tools and Diagnostic Tests Essay Discussion

    This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices.

    o   Chapter 3, “Examination Techniques and Equipment” (pp. 30-49)

    This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.

    ·        Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). 
    Advanced health assessment and clinical diagnosis in primary care 
    (5th ed.). St. Louis, MO: Elsevier Mosby. Assessment Tools and Diagnostic Tests Essay Discussion

    o   Chapter 1, “Clinical Reasoning, Differential Diagnosis, Evidence-Based Practice, and Symptom Analysis”

    This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

    ·        Sullivan , D. D. (2012). 
    Guide to clinical documentation
     (2nd ed.). Philadelphia, PA: F. A. Davis.

    o   Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–36)

    o   Appendices A–E (pp. 225–236)

    ·        Laine, C. (2012). High-value testing begins with a few simple questions. 
    Annals of Internal Medicine
    ,
    156
    (2), 162–163.

    Retrieved from the Walden Library databases.

    This article supplies a list of questions physicians should ask themselves before ordering tests. The authors provide general guidelines for maximizing the value received from testing.

    ·        Qaseem, A., Alguire, P., Dallas, P., Feinberg, L. E., Fitzgerald, F. T., Horwitch, C., & … Weinberger, S. (2012). Appropriate use of screening and diagnostic tests to foster high-value, cost-conscious care.
    Annals of Internal Medicine
    , 
    156
    (2), 147–150.

    Retrieved from the Walden Library databases.

    This article highlights the increasing cost of health care and stresses the need for high-value and cost-conscious testing. The authors provide a list of 37 situations in which more testing provides no benefit or may be harmful.

    ·        Shaw, S. J., Huebner, C., Armin, J., Orzech, K., & Vivian, J. (2009). The role of culture in health literacy and chronic disease screening and management. 
    Journal of Immigrant & Minority Health
    ,
     
    11
    (6), 460–467.

    Retrieved from the Walden Library databases. Assessment Tools and Diagnostic Tests Essay Discussion

    This article examines cultural influences on health literacy, cancer screening, and chronic disease outcomes. The authors postulate that cultural beliefs about health and illness affect a patient’s ability to comprehend and follow a health care provider’s instructions.

    ·        Wians, F. H. (2009). Clinical laboratory tests: Which, why, and what do the results mean? 
    LabMedicine, 40
    , 105–113.

    Retrieved from 
    http://labmed.ascpjournals.org/content/40/2/105.full

    This article analyzes the laboratory testing cycle and its impact on diagnostic decision making. This article also examines important diagnostic performance characteristics of laboratory tests, methods of calculating performance, and tools used to assess the diagnostic accuracy of a laboratory test.

    Optional Resources

    ·        LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw- Hill Medical.

    o   Chapter 3, “The Physical Screening Examination”

    o   Chapter 17, “Principles of Diagnostic Testing”

     

    o   Chapter 18, “Common Laboratory Tests” Assessment Tools and Diagnostic Tests Essay Discussion