Tag: Clinical-Nursing

NUR 513- Introduction to Advanced Registered Nursing Essays

Advanced registered nurses work in highly collaborative environments and must collaborate with interdisciplinary teams in order to provide excellent patient care. Besides knowing the role and scope of one’s own practice, it is essential to understand the role and scope of other nurse specialties to ensure effective collaboration among nurses, the organization, and other professionals with whom advanced registered nurses regularly interact.

Use the ”Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. NUR 513- Introduction to Advanced Registered Nursing Essays. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.

Make sure to compare the following areas of practice in your graphic organizer:

Ethics

Education

Leadership

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Public Health

Health Care Administration

Informatics

Business/Finance

Specialty (e.g., Family, Acute Care)

Include any regulatory bodies or certification agencies that provide guidance or parameters on how these roles incorporate concepts into practice. NUR 513- Introduction to Advanced Registered Nursing Essays.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. NUR 513- Introduction to Advanced Registered Nursing Essays.

NUR 513- Introduction to Advanced Registered Nursing

Week #5 DQ 2 Choose one nursing theorist and discuss how you would apply a selected theoretical model to your practice setting. How would this model affect EBP in your practice setting? Patricia Brenner is a theorist that proposed that there are 5 stages of nursing excellence. Benner introduced the concept that expert nurses develop skills and understanding of patient care over time through a sound educational base as well as a multitude of experiences. The focus of education and actual hands on skills guide the nurse through a path from “novice” to “expert”. “[Benner] further explains that the development of knowledge in applied disciplines such as medicine and nursing is composed of the extension of practical knowledge (know how) through research and the characterization and understanding of the “know how” of clinical experience (“Currentnursing.com”, 2010) . I have been employed in both teaching facilities/hospitals and now as an educator of Licensed Practical Nurses (LPN……..

NUR 513 Week #2 DQ 2

Identify and discuss the key components of theory analysis, theory synthesis, and theory derivation. Since the science of nursing relies on continuous research and advancement in the field of medicine in order to better meet the needs of our patients it is important to understand the theories as they exist. When discussing the formula involved in constructing nursing theories/models there are three core approaches that can be utilized. One may choose to formulate their own nursing theory by means of theory derivation, theory synthesis or theory analysis. Walker and Avant (2011) characterize derivation as a concept based on an analogy or metaphor, in which the idea can be transposed to another field of study. Derivation is a technique that is useful when ideas have evolved since the original concept analysis of a theory. This allows the researcher and the student alike to utilize the original theory as a foundation to build off of with new technology, information or voc

NUR 513 Week #3 DQ #1

What nursing theory or theorist is used in your place of employment, if you don’t use one which one should be used? Why? My profession includes the instruction of future licensed practical nurses. I believe a theory that could be used in this type of environment would be Jean Watson’s 10 Carative Factors. McCance, McKenna and Boore (1999), summarized Watson’s theory based on her view of “nursing as a human science, with the major focus being the process of human care for individuals, families and groups”. Jean Watson sought to demonstrate that varying levels of caring could provide a more positive atmosphere to encourage optimal health. Jean Watson’s theory also supports that “caring is central to nursing”. Watson also hypothesized that caring can promote growth, that a caring environment offers the development of potential, and that caring also can also promote better health than ju………..

NUR 513 Week 3: DQ #2

What is the difference between theory-guided practice and evidence-based practice? Provide an example of one of them used in your area of nursing practice. Evidence based practice (EBP) has more recently been the gold standard for nursing care, treatment, and interventions. Walker and Avant (2011) cited the definition of EBP per Eisenberg (1998) as the “[method] that draws on the findings of research to provide information to improve patient care for each individual, while at the same time challenging researchers to address the questions for which clinicians and patients most urgently need information”. EBP as a method of research tends to investigate and challenge hypothesis through trial and error studies to find the most effective practical solutions that can then be translated into actual practice in the patient care environments (TGP). TGP is a more generalized method of nursing evolution that addresses issues in the broadest of sen……

NUR 513 Week #4 DQ #1

What are the tenets of the metaparadigm as defined by Nightingale, Orem, Roy, and Watson? How does each theorist differ from the others? Who do you relate to the most? The tenets of metaparadigm have been classified into four categories. These four categories have been defined as nursing, person, environment and health. With the evolution of nursing theory there have been many theorists who utilize these metaparadigms as the framework for their theory/model. Although the commonality between many theorists is this framework of metaparadigms, each theorist differs in how they define each tenent of the metaparadigm. According to Nightingale, a person is viewed as a patient. Furthermore, Nightingale referenced nursing as the care or tasks that are implemented on behalf of the patient and for the patient. In relation to the environment, Nightingale stressed the importance of the environment in guiding the patient to recov……………

NUR 513: Week 4 DQ #2

What three main factors do you feel influenced the nurse theorist’s definitions and descriptions of the components of the metaparadigm in their respective models? Explain. In order for nursing theory to evolve it is imperative that it involves education, research, and actual functional characteristics in the practical field. In order for a nursing theorist to completely explain their theory/model it must fully be researched to find supportive information and then tested to verify the validity of the proposed theory. When discussing the metaparadigm of nursing, it is important to know the four main factors that are the framework of the metaparadigm. These four factors include the person, environment, nursing, and health. Most nursing theorist formed their own theories/models based on this framework. They may have had slightly different definitions tha…………..

Analysis of a Nursing Conceptual Model Presentation: Overview

Dorothea Orem’s theory of Self Care Nursing had several related parts, the theory of self- care, the theory of self-care deficit and the theory of the nursing system. The first part is the practice of activities that an individual initiates and performs on their behalf in maintaining a wellbeing, life and health. It is associated with the life process of maintenance of the integrity of human structure and functioning. This is essential in all teaching in health care. We want to promote our patients caring for themselves so they can be at the highest level of functioning for them. The second part with self-care deficit specifies when nursing is need. This is when the patient is incapable or limited to the provisions of continuous self-care. This is where all our nursing skills come into play. It is also a teaching opportunity, we can teach

NUR 513- Introduction to Advanced Registered Nursing

NUR518 Nursing Theory Plan of Care

Nursing Theory Plan of Care The evidence of nursing research applied into practice and policy is essential for the procurement of quality care. Research utilization is described as the systematic process of utilizing research knowledge into nursing practice for the purpose of enhancing, validating understanding, or changing practice and has a potential to influence beliefs, attitudes, and behaviors of healthcare recipients and its providers (Matthew-Maich, Ploeg, Jack, & Dobbins, 2010).

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NUR518 Nursing Theory Plan of Care. Most practical nursing disciplines create components of research utilization that, according to MacGuire (2006), can clearly amplify the essential nature, meanings, and components of nursing so that a nurse can use this knowledge in a meticulous and meaningful way. In relevance to the case study discussed below, Orem’s Theory of Self-care Deficit will be effectively applied to the health promotion and positive outcomes through supportive educative nursing interventions given to the patient. Case Study “Mr. Issler, your patient, recently moved in with his daughter-in-law after his wife passed away two months ago. NUR518 Nursing Theory Plan of Care. The daughter-in-law is no longer married to Mr. Issler’s son, but she is at this emergency room visit with Mr. Issler and states that she wants to help take care of Mr. Issler. She tells you that when Mr. Issler got off the airplane after a two and a half hour flight, he was pale and diaphoretic. She took him to the emergency room at the hospital. He was seen by a cardiologist and has a follow-up appointment next week for an echo cardiogram. The patient tells you he has congestive heart failure (CHF) and a history of deep vein thrombosis (DVT). The cardiologist told him to seek out a primary care provider and have his thyroid checked. The patient tells you he does not know if he has hyper- or hypothyroidism, but he has been taking thyroid medication for years. Mr. Issler has a large bag of medications with him, including

3 Synthroid ® , Lasix ® , Coumadin ® , and metoprolol. Mr. Issler is very pale” (University of Phoenix, 2015, para. 4). “His vital signs are as follows: NUR518 Nursing Theory Plan of Care. Pulse- 58, BP 176/84, Respirations- 22, Pulse oximetry 88. He is 72 inches tall and weighs 147 pounds. His labs results are as follows: hematocrit- 29.6%, hemoglobin- 10.4, BUN- 29, Creatinine- 2.0, INR-2.5” (University of Phoenix, 2015, para. 4). Plan of Care PATIENT’S DATA • 71years, male • CHF • History of DVT • Vital signs: HR – 58, B/P – 176/84, respirations – 22, oxygen saturation – 88% • Complains of generalized weakness • Complains of shortness of breath (SOB) • Infiltration of bilateral lower lobes on the chest x-ray • Cool, very pale, and diaphoretic skin • States he does not know if he has hypo- or hyperthyroidism • Possesses a large bag of medications, including Synthroid, Lasix, Coumadin, and metoprolol NURSING DIAGNOSIS OUTCOME INTERVENTIONS Impaired gas exchange, R/T excessive fluid in the The patient will demonstrate improved ventilation and Provide supplemental oxygen at the lowest concentration NUR518 Nursing Theory Plan of Care.

Masters in Nursing – Leadership in Health Care Systems

Earn Your Masters in Nursing – Leadership in Health Care Systems

Grand Canyon University’s Master of Science in Nursing degree program prepares nurses for leadership roles in today’s rapidly changing healthcare delivery systems. This program is an ideal avenue for current nurses who want to advance their career toward leadership and make a greater impact on the field at the management level. To meet expectations at this advanced level, nursing students will learn to synthesize elements of caring into the nurse-patient relationship—based on advocacy, as well as ethical, social, legal, political and historical perspectives. This program further addresses the importance of client empowerment with unconditional regard for all.

The Leadership in Health Care Systems emphasis portion of this program focuses on:

Analyzing organizational behavior among individuals, teams and departments

Developing strategies for implementing changes, leading diverse teams and fostering collaboration

Applying financial management principles

Generating data-driven, cost-effective solutions

Leading in the improvement of care processes, outcomes and the patient experience

Modeling leadership behaviors that motivate and inspire others

GCU’s MSN in Nursing with an Emphasis in Leadership in Health Care Systems meets standards set by the American Association of Colleges of Nursing (AACN): The leadership standards for this program will align with American Nurses Credentialing Center (ANCC) and the American Organization of Nurse Executives (AONE).

The masters in nursing leadership in health care systems emphasis at GCU is accredited by the Commission on Collegiate Nursing Education (CCNE). Select states may have additional requirements to meet their standards; reference your enrollment agreement or contact GCU for more information.

Advance Your Skills as a Nurse Leader with a Leadership in Healthcare Systems MSN Degree

This masters in nursing leadership is designed to incorporate the advanced roles of a clinician, researcher, learner, educator, coach, leader, community advocate, manager of systems, collaborator and consultant. Thus, students will possess a wide range of skills and expansive knowledge that prepares them to improve healthcare and patient outcomes from all aspects. Among the skill sets to adopt, clinical and organizational decision-making skills are required for a graduate-level nurse. These skills are developed through critical thinking, evidence-based research and diagnostic reasoning.

The MSN program’s curriculum consists of graduate nursing core and leadership courses, including leadership courses taken with Master of Science in Leadership (MSL) students. In the graduate nursing core courses, students gain the knowledge, values and skills necessary for advanced generalist nursing practice in an evolving healthcare system. The leadership coursework provides insight into how organizations function with a focus on financial and human resource management within healthcare. Leadership courses prepare master’s nursing students to meet the requirements of leaders in contemporary healthcare, which include skills in quality and performance improvement, effective communication and interdisciplinary collaboration.

Courses include an Evidence-Based Practice Project in which students address a problem in their area of professional practice, propose a solution and design an evaluation. The Leadership in Health Care Systems Practicum also provides students with the opportunity to apply what they learned to a contemporary, nursing leadership-related practicum experience. This practicum encourages the application of deep nursing knowledge, along with advanced critical thinking and problem-solving skills. Topics can range from quality/performance improvement or mentorship/coaching to interdisciplinary relationships or staff development.

What can you do with an MSN Leadership degree?

Master’s-prepared nurses may pursue the next step in their career as an advanced registered nurse, charge nurse, director of nursing or staff nurse. Graduates may also choose to move right into the 
DNP program
 to elevate their career and nursing expertise to the highest degree.

Program Domains

 Course List

The programs offered at Grand Canyon University may vary by content and course length. You are currently viewing the program version available in Arizona. For information about specific course content, credit length and VA approval in your state, please contact a counselor at 
1-855-GCU-LOPE
 or 
click here to request more information
.

Major:

36 credits

Total Degree Requirements:

36 credits

Program Core Courses

NUR-513:
 Introduction to Advanced Registered Nursing Total Credits: 
4 credits

NUR-514:
 Organizational Leadership and Informatics Total Credits: 
4 credits

NUR-550:
 Translational Research and Population Health Management Total Credits: 
4 credits

NUR-590:
 Evidence-Based Practice Project Total Credits: 
4 credits

LDR-615:
 Organizational Development and Change Total Credits: 
4 credits

NUR-621:
 Principles of Health Care Financial Management Total Credits: 
4 credits

NUR-630:
 Performance Improvement and Quality in Health Care Total Credits: 
4 credits

HRM-635:
 Acquiring, Developing, and Leveraging Human Capital Total Credits: 
4 credits

NUR-674:
 Leadership in Health Care Systems Practicum Total Credits: 
4 credits

Masters in Nursing – Leadership in Health Care Systems

What is a Masters in Health Informatics?

The Master of Science in Nursing with an Emphasis in Health Informatics is designed for BSN-prepared nurses who want to better understand and apply the data involved in healthcare to make better decisions through evidenced-based practices.

Earn an Online MSN Health Informatics Degree at GCU

The MSN informatics program from the College of Nursing and Health Care Professions culminates in a capstone course and a 16-week practicum. This provides an opportunity for you to develop an evidence-based practice project in which you:

Identify a problem amenable to research-based intervention

Search literature

Propose a solution

Develop a plan to implement the solution, evaluate its outcomes and disseminate the findings

The final practicum integrates nursing knowledge, leadership and advanced critical thinking in the development of a comprehensive and professional project plan. In addition to a masters in nursing informatics capstone and practicum project, you will take courses that help you develop the skills necessary to improve patient care through the use of technology and data analysis.

The BSN and MSN at GCU are accredited by the Commission on Collegiate Nursing Education (CCNE). Select states may have additional requirements to meet their standards; reference your enrollment agreement or contact GCU for more information.

Why Study Health Informatics?

A masters degree in health informatics teaches you how to optimize the use of patient and health data to achieve better patient outcomes, reduce costs and augment operational efficiency. You are equipped to help organizations adapt to the integration of technology and the continuous changes in patient-care systems.

You also have the opportunity to learn how to automate clinical care, build new operational data systems, train healthcare workers in the use of computer systems and analyze data to improve patient care.

In the MSN informatics online degree program, course study includes:

Healthcare research analysis

Ethics, policy and finance

Healthcare information systems

Project evaluation and development

Healthcare innovation

Healthcare data management

Electronic health records

Research and population health management

Leadership and informatics

What is a Job in Health Informatics?

As a graduate of the masters in nursing informatics program, various roles are available, including:

Informaticist

Project manager

Researcher

System analyst

Data analyst

Administrator

Executive

These roles may include automating clinical care, building new operational data systems, training healthcare workers in the use of computer systems or collecting and analyzing data to improve patient care.

You may choose to work in a variety of settings, including:

Hospital

Primary care facility

Doctor’s office

Insurance company

Pharmacy

Technology supplier

Consulting firm

Government agency

Program Domains

 Course List

The programs offered at Grand Canyon University may vary by content and course length. You are currently viewing the program version available in Arizona. For information about specific course content, credit length and VA approval in your state, please contact a counselor.

Major:

40 credits

Total Degree Requirements:

40 credits

Program Core Courses

NUR-513:
 Introduction to Advanced Registered Nursing Total Credits: 
4 credits

NUR-514:
 Organizational Leadership and Informatics Total Credits: 
4 credits

NUR-550:
 Translational Research and Population Health Management Total Credits: 
4 credits

NUR-590:
 Evidence-Based Practice Project Total Credits: 
4 credits

HIM-615:
 Health Care Information Systems and Technology Total Credits: 
4 credits

HIM-650:
 Health Care Data Management Total Credits: 
4 credits

HCI-655:
 Electronic Health Records Total Credits: 
4 credits

HCI-660:
 Health Data Analytics Total Credits: 
4 credits

HCI-670:
 User Interface Design for Informatics Total Credits: 
4 credits

NUR-690:
 Nursing Informatics Practicum Total Credits: 
4 credits

Master Of Science In Nursing: Acute Care Nurse Practitioner With An Emphasis In Adult-Gerontology

The Master of Science in Nursing: Acute Care Nurse Practitioner with an Emphasis in Adult-Gerontology program prepares experienced registered nurses to provide competent advanced practice nursing care in complex, acute and critical care settings through an evidence-based program of study. Graduates are eligible for certification as Adult-Gerontology Acute Care Nurse Practitioners. The program combines courses in advanced health assessment, clinical diagnosis, procedural skill acquisition and care management of adult and geriatric acute care patients, subacute patients, complex patients and patients with exacerbations of chronic illness. Clinical experiences emphasize the physiological and psychosocial impact of acute and critical illness on the patient, family and community, and prepare the Adult-Gerontology Acute Care Nurse Practitioner in the diagnosis and management of acute and life-threatening health problems. This program includes 675 hours of directly supervised clinical practice with qualified preceptors and two separate on-campus experiences. A 
Post-Master of Science in Nursing: Acute Care Nurse Practitioner with an Emphasis in Adult-Gerontology Certificate
 program is available to those nurses who already have a Master of Science in Nursing degree.

As a student in this acute care nurse practitioner program, you are engaged in learning advanced theories and practices related to all areas of direct acute care of gerontology patients.

The adult-gerontology acute care nurse practitioner degree coursework includes two campus experiences designed to provide hands-on skills training and collaboration with peers, as well as preparation for your nursing practitioner certification exam. The three-day experience in ANP-635 includes instructor-led training in suturing, incision and drainage, casting and splinting, endotracheal intubation, arterial line and central venous catheter insertion, lumbar puncture and chest tube insertion. Classroom instruction includes radiology interpretation, ventilator management and hemodynamic monitoring.

The one-day campus experience in course ANP-654 provides intensive preparation and practice for certification exams, including individualized remediation planning as well as specific topic reviews.

The baccalaureate degree in nursing and master’s degree in nursing at Grand Canyon University (GCU) are accredited by the Commission on Collegiate Nursing Education (CCNE). Select states may have additional requirements to meet their standards. Graduates may qualify for certification as adult-gerontology acute care nurse practitioners (ACNP-AG) from the American Nurses Credentialing Center (ANCC) or the American Association of Critical Care Nurses (AACN).

Professional Standards

The Master of Science in Nursing: Acute Care Nurse Practitioner with an Emphasis in Adult-Gerontology program is built to meet standards set by the American Association of Critical Care Nurses (AACN): The Essentials of Master’s Education in Nursing; the American Nursing Association (ANA) Scope and Standards of Practice; the Inter-Professional Collaborative Practice (IPEC) Core Competencies for Interprofessional Collaborative Practice; and the National Organization of Nurse Practitioner Faculties (NONPF).

Degree Outcomes

Make a Difference in the Lives of the Elderly

This acute care nurse practitioner program combines courses in advanced health assessment, clinical diagnosis, procedural skill acquisition and care management of adult and geriatric acute care patients, sub-acute patients and/or patients with exacerbations of chronic illness. The adult-gerontology acute care nurse practitioner program includes directly supervised clinical practice with qualified preceptors.

What You Will Learn

Study Diagnostic and Critical Care for Older Adults

Topics of this online acute care nurse practitioner program include:

Managing the adult-gerontology patient who is highly vulnerable to complications

Understanding normal function and diagnostic markers indicative of illness

Disease detection and diagnosis

Pharmacokinetic and pharmacodynamic principles of drug action

Practicum course allows you practice in a supervised clinical

Reviewing the research process and applying evidenced-based research to the practice setting

Integrating knowledge of population health into culturally relevant health promotion and intervention

Career Outcomes

Become a Nurse Practitioner with an Adult-Gerontology Focus

This advanced course for acute care nurse practitioners addresses the completion and interpretation of a head-to-toe assessment in addition to focused assessments for chief complaints that include physical, psychosocial, spiritual, risk and functional assessments in acute and chronically ill adults and seniors.

Master Of Science In Nursing: Acute Care Nurse Practitioner With An Emphasis In Adult-Gerontology

 

Program Core Courses

NUR-513:
 Introduction to Advanced Registered Nursing Total Credits: 
4 credits

NUR-514:
 Organizational Leadership and Informatics Total Credits: 
4 credits

NUR-550:
 Translational Research and Population Health Management Total Credits: 
4 credits

NUR-590:
 Evidence-Based Practice Project Total Credits: 
4 credits

NUR-631:
 Advanced Physiology and Pathophysiology Total Credits: 
4 credits

NUR-635:
 Advanced Pharmacology Total Credits: 
4 credits

NUR-634:
 Advanced Health Assessment and Diagnostic Reasoning With Skills Lab Total Credits: 
4 credits

ANP-635:
 Health Promotion and Maintenance and On-Campus Experience ITotal Credits: 
4 credits

ANP-635CE:
 ANP-635 On-Campus Experience I Total Credits: 
0 credits

ANP-650:
 Adult-Gerontology Acute Care I Total Credits: 
7 credits

ANP-652:
 Adult-Gerontology Acute Care II Total Credits: 
7 credits

ANP-654:
 Adult-Gerontology Acute Care III and On-Campus Experience II Total Credits: 
7 credits

ANP-654CE:
 ANP-654 On-Campus Experience II Total Credits: 
0 credits

NRS-427V Community Teaching WorkPlan Proposal

PART 1- Main topic is OBESITY. I need about 10 slides on obesity with sparks noted on the bottom of each slides and 3 references. (I will present this in the church)

PART 2 NRS-427V-RS-CommunityTeachingWorkPlanProposal.docx, under this proposal form there is part of assignment need to be done, everything has to relate with OBESITY.

PART 3.1500-2000 Word, Has to be done related to OBESITY, At least 3 references. Pls follow according to part 3 below.

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Part 1

Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. NRS-427V Community Teaching WorkPlan Proposal

.

Select one of the following options for delivery of the presentation:

1.      PowerPoint presentation – no more than 30 minutes

2.      Pamphlet presentation – 1 to 2 pages

3.      Poster presentation

Appropriate community settings include:

·         Public health clinic

·         Community health center

·         Long-term care facility

·         Transitional care facility

·         Home health center

·         University/School health center

·         Church community

·         Adult/Child care center

Before presenting information to the community, seek approval from an agency administrator or representative.

Upon receiving approval from the agency, include the “Community Teaching Experience Form” as part of your assignment submission.

APA format is required for essays only. NRS-427V Community Teaching WorkPlan Proposal. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to Turnitin.

PART 2

This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs ofyour community.

Select one of the following as the focus for the teaching plan:

1.      Primary Prevention/Health Promotion

2.      Secondary Prevention/Screenings for a Vulnerable Population

3.      Bioterrorism/Disaster

4.      Environmental Issues

Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.

1.      After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.

2.      Request feedback (strengths and opportunities for improvement) from the provider.

3.      Complete the “Community Teaching Experience” form.

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. NRS-427V Community Teaching WorkPlan Proposal.

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

You are not required to submit this assignment to Turnitin.

NRS-427V-RS-CommunityTeachingExperienceForm.doc

NRS-427V-RS-CommunityTeachingWorkPlanProposal.docx

PART3

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

1.      Summary of teaching plan

2.      Epidemiological rationale for topic

3.      Evaluation of teaching experience

4.      Community response to teaching

5.      Areas of strengths and areas of improvement

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

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

You are required to submit this NRS-427V Community Teaching WorkPlan Proposal assignment to Turnitin. Please refer to the directions in the Student Success Center.

Nursing (NUR)

NUR 119 Introduction to Nursing and Health. 
(3) F, S

Basic nursing philosophy, process, and skills, including health promotion content as related to nursing practice. 3 hours lecture.

NUR 204 Pharmacological Therapeutics for Nursing. 
(3) F, S

Drug classifications and prototypes. Psychophysiologic principles of drug action. Knowledge basic to safe administration in nursing practice. Prerequisites: MIC 205; NUR 119; ZOL 202 or equivalent.

NUR 211 Nurse-Client Relationships. 
(3) F, S

Focus on the therapeutic relationship and its application to nursing. Concepts of anxiety, loss, and grief will be emphasized. 2 hours lecture, 3 hours lab. Prerequisites: ENG 102; PGS 101; SOC 101 or 301 or equivalent.

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NUR 214 Health Assessment in Nursing Practice. 
(3) F, S

Introductory knowledge and skills for systematic physical, psychosocial, nutritional, and developmental nursing assessments for clients over life span. 2 hours lecture, 3 hours lab. Prerequisites: FON 241; MAT 117; ZOL 202 or equivalent. Corequisite: NUR 223.

NUR 217 Basic Clinical Skills. 
(2) F, S

Scientific principles, nursing concepts, and selected psychomotor skills for clinical nursing practice. 1 hour lecture, 3 hours lab. Prerequisites: MAT 117; MIC 205 and 206; NUR 119. Corequisite: NUR 223.

NUR 223 Nursing Process and Hospitalized Adult. 
(6) F, S

Theories, concepts, and practice in application of the nursing process in care for the hospitalized adult with selected medical-surgical problems. 3 hours lecture, 9 hours lab. Prerequisites: CHM 231, 235; NUR 211; ZOL 202 or equivalent. Corequisites: NUR 214, 217. Pre- or corequisite: NUR 204.

NUR 254 Health for All: Issues of World Health. 
(3) N

Introduction to issues of world health. Determinants of health and relationships of health to development and change will be explored. Prerequisite: ENG 101 or equivalent. 
General Studies: G.

NUR 306 Professional Development for Registered Nurse Students: Process, Roles, and Function. 
(3) F, S

Philosophical and theoretical bases for professional nursing practice. Nursing process for decision making. Professional issues, values, and norms.

NUR 308 Pathophysiology. 
(3) F, S

Focuses on concepts explicating alterations in health states. A psychophysiological viewpoint provides the unifying framework. Prerequisite: CHM 231, 235 and NUR 223 or instructor approval.

NUR 314 Health Assessment for Registered Nurses. 
(3) F, S

Introductory knowledge and skills for systematic physical, psychosocial, and developmental nursing assessment over the life span. For RN’s only. 2 hours lecture, 3 hours lab.

NUR 327 Comprehensive Nursing Care of Children. 
(4) F, S

Nursing concepts and practice in caring for well and hospitalized children in a variety of clinical settings. 2 hours lecture, 6 hours lab. Prerequisite: NUR 329.

NUR 328 Childbearing Family and Women’s Health Care. 
(4) F, S

Nursing concepts and practice in the reproductive and perinatal periods. Includes the impact of childbearing on family members and their relationships. 2 hours lecture, 6 hours lab. Prerequisite: NUR 223.

NUR 329 Psychiatric/Mental Health Nursing. 
(6) F, S

Guided nursing experiences with individuals and groups based on theory and research. 3 hours lecture, 9 hours lab. Prerequisites: CDE 232 or equivalent; NUR 223. Pre- or corequisite: FAS 331 or SOC 415 (or equivalent).

NUR 330 Care of Acute and Chronically Ill Adults. 
(4) F, S

Nursing concepts and practice in caring for hospitalized adults with complex acute and chronic medical-surgical problems. Theoretical bases and related nursing management. 1.5 hours lecture, 7.5 hours lab. Prerequisites: NUR 308; junior standing in Nursing major.

NUR 403 Research in Nursing Practice. 
(3) F, S

Components of the research process. Significance of research to the improvement of nursing practice and development of the profession. Prerequisites: NUR 328, 329; 3 hours statistics. 
General Studies: L2.

NUR 406 Leadership and Management in Nursing. 
(2) F, S

Selected theoretical frameworks for organization, management, and leadership in nursing. Prerequisites: NUR 330 and 403 
or 
instructor approval.

NUR 407 Contemporary Issues in Nursing and Health. 
(2) F, S

Selected contemporary issues influencing nursing and the health care system. Prerequisite: senior status or instructor approval.

NUR 411 Gerontological Nursing. 
(2) F, S

Provides perspective of biopsychosocial gerontological content applicable to nursing practice and research. Prerequisites: FON 241 and NUR 223 and 308
 or
 instructor approval.

NUR 427 Community Health Nursing. 
(3) F, S

Introduction to public health theory and principles of community health nursing practice. Prerequisite: NUR 330.

NUR 428 Management of Clients in Health Care Settings. 
(4) F, S

Application of principles of nursing management and leadership in health care settings. 1 hour lecture, 9 hours lab. Prerequisite: NUR 330. Pre- or corequisites: NUR 406, 407.

NUR 429 Community Health Nursing: Clinical. 
(4) F, S

Clinical experience in community health nursing roles and leadership strategies in a variety of settings. 12 hours lab. Pre- or corequisite: NUR 427.

NUR 430 Home Health Care. 
(3) F, S

Issues, trends, and practice in the development and delivery of home health care. 1 hour lecture, 6 hours lab. Prerequisites: NUR 411, 429.

NUR 431 Introduction to Cardiovascular Nursing. 
(3) N

Selected aspects of cardiovascular nursing. Diagnostic evaluation, history and physical assessment, medical and surgical interventions, and preventive and rehabilitative management. Prerequisite: NUR 223 or instructor approval.

NUR 432 Cardiovascular Nursing Laboratory. 
(1) N

Experiences to accompany NUR 431. Observation, direct care, decision making, and planning for clients in various stages of cardiac disease. 3 hours lab. Prerequisite: NUR 223 or instructor approval. Corequisite: NUR 431.

NUR 433 Abnormal Stress in the Maternity Cycle. 
(2–3) N

Clinical nursing in high-risk obstetrics. Abnormal stresses for pregnant women, effects in newborns, and appropriate nursing interventions. 2 hours lecture, 3 hours lab optional. Prerequisite: NUR 328 or instructor approval.

NUR 434 Cultural Variations of Health and Illness. 
(2–3) N

Health-illness beliefs, behaviors, and interventions in selected ethnic cultures. Integrating scientific and folk medicine in nursing practice. 2 hours lecture, 3 hours lab optional. Prerequisite: instructor approval.

NUR 435 Nursing of Children with Developmental Disabilities. 
(3) N

Congenital and acquired physical and mental developmental disorders, including the evaluation of child and family and community resources. Prerequisite: NUR 327 or instructor approval.

NUR 440 Introduction to Computer Applications in Health Care. 
(3) N

Emphasis on applications that most directly affect nurses in staff positions. Prerequisite: senior standing in Nursing major or instructor approval.

NUR 441 School Nursing Practice. 
(3) N

Role of the professional nurse in planning, implementation, and evaluation of the school health program. Prerequisite: NUR 327 or RN status.

NUR 442 Sexuality in Illness and Disability. 
(3) N

Consideration of illnesses, injuries, and treatments that have implications for sexual function of patients and clients.

NUR 457 Women in Developing Countries. 
(3) F

Economic, sociopolitical, and demographic context for understanding the roles of third-world women in health, family, work, education, and community. Cross-listed as SPF 457/WST 457. Prerequisite: 6 hours of social science credit or instructor approval. 
General Studies: SB, G.

NUR 494 Special Topics. 
(1–4) F, S, SS

Advanced study and/or supervised practice in an area of nursing. Lecture and lab to be arranged. Prerequisite: 12 hours in Nursing major or instructor approval.

NUR 500 Research Methods. 
(3) F, S

Research methods including research conceptualization and design in nursing. Pre- or corequisite: graduate-level inferential statistics course.

NUR 501 Advanced Adult Health Assessment/Promotion. 
(3) F

Designed to expand adult health assessment/promotion skills through knowledge/strategies essential for developing and interpreting data. Lecture, demonstration. Prerequisites: college core courses except thesis/project; undergraduate health assessment course. Corequisite: NUR 580.

NUR 502 Management and Maintenance of Adults with Chronic Health Alterations: Theory. 
(3) S

Includes theory/research that guides the management/maintenance of adults with chronic health alterations. Psychophysiological interrelationships of illnesses emphasized. Lecture, seminar. Prerequisites: NUR 501, 580; admission to graduate Nursing program; all flexible core courses except thesis/project.

NUR 503 Management and Maintenance of Adults with Acute Health Alterations: Theory. 
(3) S

Emphasizes theoretical research foundations essential for advanced practice involving care of adults with acute episodic alterations in health. Lecture, seminar. Prerequisite: NUR 501. Pre-/corequisite: NUR 580.

NUR 512 Community Health Nursing: Advanced Theory I. 
(3) F

Students identify and analyze theoretical perspectives and models guiding advanced community health nursing practice. Lecture, seminar. Prerequisites: all graduate program core courses. Corequisite: NUR 580.

NUR 513 Community Health Nursing: Advanced Theory II. 
(3) S

Drawing from their internship, students critically examine the application of theory to advanced community health nursing/public health practice. Lecture, seminar. Prerequisite: NUR 512. Corequisite: NUR 580.

NUR 521 Community Mental Health/Psychiatric Nursing: Advanced Mental Health Assessment. 
(3) S

Students gain knowledge of theories related to holistic health assessment for the promotion of physical/psychological health and develop skill in mental health assessments. Lecture, seminar, lab. Prerequisites: all graduate program core courses.

NUR 522 Community Mental Health/Psychiatric Nursing: Advanced Theory I. 
(3) F

Analysis of issues, theories, and research in restoration and promotion of mental health. Emphasizes developing conceptual framework for psychiatric nursing. Prerequisite: NUR 521. Corequisite: NUR 580

NUR 523 Community Mental Health/Psychiatric Nursing: Advanced Theory II. 
(3) S

Focus of this course is development of theoretical basis for intervention and a knowledge base for collaboration and consultation in the mental health area. Prerequisite: NUR 522. Corequisite: NUR 580.

NUR 524 Psychoneuroimmunology Approaches to Practice. 
(3) F, SS

Overview of theories, concepts, and research in psychoneuroimmunology including physiological aspects and application to a holistic nursing model. Seminar. Prerequisite: graduate standing.

NUR 531 Nursing of Children: Theory I. 
(3) F

Focus on current practices, research, and issues related to health promotion and disease prevention for children and adolescents. Lecture, seminar. Prerequisite: All core and flexible courses except thesis and/or applied project. Corequisite: NUR 580.

NUR 532 Nursing of Children: Theory II. 
(3) S

Focus on concepts, theories, and research as basis for strategies related to management of illness and health maintenance for children. Lecture, seminar. Prerequisite: NUR 531. Corequisite: NUR 580.

NUR 533 Nursing of Children with Special Needs: Theory II. 
(3) S

Focus on concepts, theories, and research related to acute and chronic health deviations of children. Lecture, seminar. Prerequisite: NUR 531 or instructor approval. Corequisite: NUR 580.

NUR 534 Women’s Health: Theory I. 
(4) F

Focuses on theories, principles, and research related to managing the health of normal perinatal women and families. Cooperative learning strategies. Prerequisite: all graduate program core courses. Corequisite: NUR 580.

NUR 535 Women’s Health: Theory II. 
(4) S

Focuses on management of nursing care for high-risk perinatal women and women with common health problems. Cooperating learning strategies. Prerequisite: NUR 534. Corequisite: NUR 580.

NUR 542 Nursing Administration Theory I. 
(1–3) F

Critical analysis of leadership theories, organizational dynamics, and nursing administration processes. Seminar, case study. Prerequisite: all graduate program core courses.

NUR 543 Nursing and Health Care Finance. 
(3) S

Provides an understanding of finances in nursing and health care accounting; language, concepts, budgeting, rates, reimbursement, and capital financing are analyzed. Lecture, discussion.

NUR 544 Nursing Administration Theory II. 
(1–3) S

Synthesis of knowledge from previous courses to develop advanced nursing role. Analysis of resource and quality management and informatics. Lecture, seminar. Prerequisites: NUR 542, 543.

NUR 551 Theoretical Foundations of Advanced Practice Nursing. 
(3) F, S

Designed to facilitate student exploration and examination of the foundations of advanced nursing practice. Lecture, seminar. Prerequisite: enrollment in graduate Nursing program.

NUR 552 Health Care Issues and Systems. 
(3) F, S

Analysis of organization, financing, service delivery and outcomes of the health system. Emphasizes policy issues, roles, and challenges for nurses. Lecture, seminar.

NUR 553 Life Span Development. 
(3) F

Critical examination of concepts, theories, issues, and research related to developmental periods throughout the life span. Biological and health, cognitive, psychological, and sociocultural influences are analyzed. Lecture, discussion. Prerequisite: Undergraduate course in human development, admission to the graduate Nursing program, or instructor approval.

NUR 554 Population-Based Health Care. 
(3) F

Identification and assessment of specific community health needs and health care patterns of target populations. Promotion, protection, and improvement of health is addressed when planning health care services. Lecture, seminar. Prerequisite: admission to the graduate Nursing program or instructor approval.

NUR 560 Advanced Health Assessment. 
(2) S

Expansion of basic health assessment skills and development of clinical problem-solving skills are emphasized for the role of the advanced practice nurse. Assessments of infants, children, adolescents, and adults included. Lecture, lab. Prerequisite: admission to the graduate Nursing program and undergraduate health assessment within the last five years.

NUR 561 Advanced Practice Nursing Role. 
(2) S

Focuses on the examination and implementation of the role of the advanced practice nurse, emphasizing major components and subcomponents of the role. Lecture, seminar. Prerequisite: admission to the graduate Nursing program or instructor approval.

NUR 562 Family Nurse Practitioner Theory I: Health Promotion, Management, and Maintenance. 
(4) F

First didactic role specialty course. Focus on concepts and strategies to promote, manage, and maintain health of child, adult, and family. Corequisite: NUR 580.

NUR 563 Family Nurse Practitioner Theory II: Health Promotion, Management, and Maintenance. 
(4) S

Second didactic role specialty course utilizing knowledge from previous courses to formulate therapeutic promotion, management, and maintenance for individuals across the life span. Corequisite: NUR 580.

NUR 564 Applied Pharmacotherapeutics for Advanced Practice. 
(2) SS

Lifespan course for advanced nurse practitioners to expand knowledge and encourage synthesis of pharmacological concepts and principles. Lecture, discussion, case studies. Prerequisite: admission to the graduate Nursing program or instructor approval.

NUR 565 Applied Physiology/Pathophysiology in Advanced Practice. 
(3) SS

Lifespan course for advanced nurse practitioners designed to expand previously acquired anatomy and physiology knowledge and discern pathological alterations within a psychoneuroimmunology framework. Lecture, seminar, case studies. Prerequisites: admission to the graduate Nursing program or instructor approval 
and
 undergraduate anatomy and physiology.

NUR 571 Teaching in Nursing Programs. 
(3) S

Analysis of theories, issues, and research related to teaching in nursing. Focus on the process of teaching/learning. Seminar, cooperative learning. Prerequisite: graduate standing. Corequisite: teaching practicum.

NUR 576 Computer Applications in Health Care. 
(3) F

Analysis of current and developing computer applications in health care. Emphasis on nursing applications in administration, education, and practice. Prerequisites: NUR 440 or equivalent; graduate standing in Nursing or related field.

NUR 578 Gestalt Therapy I. 
(3) F

An introduction to theory and methodology of Gestalt therapy and its uses for mental health promotion and restoration.

NUR 579 Gestalt Therapy II. 
(3) S

Focus is on further development of Gestalt therapy and its application in working with various client populations. Prerequisite: NUR 578.

NUR 580 Practicum (Electives). 
(1–4) N

Clinical application of theories, concepts, and principles such as health promotion, health management, health maintenance, teaching, management, and special clinical studies.

NUR 580 Advanced Nursing Practicum I, II. 
(2–6) F, S

Clinical application of theories, concepts, and principles. The areas of concentration include the following:

(1)

Adult Health Nursing

(2)

Community Health Nursing

(3)

Community Mental Health/Psychiatric Nursing

(4)

Parent-Child Nursing

Conferences. Prerequisites: admission to the graduate program; instructor approval.

NUR 581 Family Systems Theory in Health Care. 
(3) F

Critical analysis of issues and research relevant to family systems theory. Emphasis on relationship between theory and practice.

NUR 582 Advanced Human Physiology. 
(3) F

Analyzes major theories and concepts of human physiology. Interrelationship of physiology and health is explored.

NUR 583 Pathophysiology. 
(3) S

Manifestation of altered human physiology and disease. Systems theory is used to analyze the relationships of disease and physiology.

NUR 584 Community Health Nursing Internship. 
(3) S

Students operationalize community health nursing/public health content in leadership roles in a variety of community agencies. Clinical internship. Prerequisites: NUR 512, 580. Corequisite: NUR 513.

NUR 585 Stress Reduction. 
(3) A

Theory, application, and evaluation of mind/body relaxation methods, including physiological effects. Research findings emphasized. Daily student practice. Prerequisite: graduate standing or instructor approval.

NUR 588 Qualitative Methods in Nursing Research. 
(2) SS

Provides an introduction to the use of qualitative approaches, discovery procedures, analysis, interpretation of data, and contribution to theory building.

NUR 591 Seminar. 
(2–4) N

Advanced topics, including curriculum development and health promotion. Prerequisite: instructor approval in selected courses.

NUR 593 Applied Project.
 (3)

Emphasis on the synthesis and application of research to an identified clinical nursing problem. Prerequisites: NUR 500; inferential statistics; all program core courses.

NUR 598 Special Topics. 
(2–4) N

Special study, including issues in health care and organizations, management in nursing, ethical issues, and clinical nurse specialist role. Prerequisite: instructor approval in selected courses.

NUR 599 Thesis. 
(1–6) F, S, SS

Research proposal development, data collection and analysis, thesis writing, and thesis oral defense. Six hours required.

HCA 610 essay assignment discussions

some ways building projects will lose without supply chain management’s expertise

In today’s economy, an important measure for a CEO or CFO is the return on assets (ROA). The goal is to maximize the ROA, resulting in reduced operating costs and improved clinical outcomes. Given the direction of reimbursement, a well-run project with positive results could impact a health care organization’s revenue performance. What are some ways building projects will lose without supply chain management’s expertise?

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HCA 610 Week 6 Assignment Latest-GCU

Details:

This is a benchmark assessment. Study “Getting Started with Project 2010” http://office.microsoft.com/en-us/project-help/getting-started-with-project-2010-RZ101831071.aspx. HCA 610 essay assignment discussions.

Based on this resource, write an overview on Project 2010, and its potential applications to health care project management. Include the following:

An explanation of how it can be used for project management in health care.

An evaluation of how useful it would be in health care project management.

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

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the some ways building projects will lose without supply chain management’s expertise HCA 610 essay assignment discussions assignment.

You are not required to submit this some ways building projects will lose without supply chain management’s expertise assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

HCA 610 Week 7 Assignment Latest-GCU

Details:

For this assignment, you are required to write a research paper (4-6 pages) on methods of quality measurement. Your paper must include the following:

1) Detailed summary of at least two different methods of quality measurement.

2) Examples of how the methods may be used to improve organizational effectiveness.

3) Evaluation of the methods.

4) At least four references.

HCA 610 essay assignment discussions

Prepare HCA 610 essay assignment discussions according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric that can be viewed at the assignment’s drop box. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

HCA 610 Week 6 Discussion 2 Latest-GCU

The key to planning technology is the investment in a strategic plan that encompasses not only where an organization is headed, but also defines the organization’s current position. The plan, in essence, outlines the pathway between the two. Making it successful depends on how the market is defined, and whether or not the right questions are being asked. HCA 610 essay assignment discussions. To determine the long-term cost of operation and potential revenue generation for each piece of equipment, what factors need to be considered?

HCA 610 Week 7 Discussion 1 Latest-GCU

The goal of the Six Sigma program is to achieve a level of quality that is as close to perfection as possible. Sigma is actually a statistical term used to gauge how far a process deviates from perfection. Explain how the disciplines within Six Sigma can improve hospital efficiency and hospital profitability?

HCA 610 Week 7 Discussion 2 Latest-GCU

What is your personal definition of continuous quality improvement? How would you relate this definition to operations in a health care organization? How do we try to build new methods of practicing based on profound knowledge, most of which already is tacit in the organization, as well as the new knowledge that the CQI process generates?

HCA 610 Week 8 Discussion 1 Latest-GCU

What is the value of supply chain management? How does supply chain management impact the financial position of an organization?

HCA 610 Week 8 Discussion 2 Latest-GCU

Why would an organization need to measure the capacity (throughput) of the various resources (x-ray equipment, exam rooms, length of stay, etc.)? How does capacity management support decision-making? HCA 610 essay assignment discussions.

Nursing Roles Graphic Organizer Template

Advanced registered nurses work in highly collaborative environments and must collaborate with interdisciplinary teams in order to provide excellent patient care. Nursing Roles Graphic Organizer Template. Besides knowing the role and scope of one’s own practice, it is essential to understand the role and scope of other nurse specialties to ensure effective collaboration among nurses, the organization, and other professionals with whom advanced registered nurses regularly interact.

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Use the “Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Nursing Roles Graphic Organizer Template. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.

Make sure to compare the following areas of practice in your graphic organizer:

Ethics

Education

Leadership

Public Health

Health Care Administration

Informatics

Business/Finance

Specialty (e.g., Family, Acute Care)

Include any regulatory bodies or certification agencies that provide guidance or parameters on how these roles incorporate concepts into practice. Nursing Roles Graphic Organizer Template.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Nursing Roles Graphic Organizer Template

 

Observations (Similarities/Differences)

Ethics

 
 

 

 

 

 

Education

 
 

 

 

 

 

Leadership

 
 

 

 

 

 

Public Health

 
 

 

 

 

 

Health Care Administration

 
 

 

 

 

 

Informatics

 
 

 

 

 

 

Business/Finance

 
 

 

 

 

 

Specialty (e.g., Family, Acute Care)

 
 

 

 

 

 

Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice

 
 

 

 

 

 

 

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

You are not required to submit this assignment to LopesWrite.

NUR-513-RS-NursingRolesGraphicOrganizerTemplate.docx

 

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Please Note: Assignment will not be submitted to the faculty member until the “Submit” button under “Final Submission” is clicked.

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Title

Attached Documents

Citation Report

Similarity Index

Final Submission

 

Click ‘New Attempt’ to start assignment or attach documents

sing Roles Graphic Organizer 

 

1

Unsatisfactory

0.00%

2

Less than Satisfactory

80.00%

3

Satisfactory

88.00%

4

Good

92.00%

5

Excellent

100.00%

100.0 %Nursing Roles Graphic Organizer Criteria

 

10.0 %Comparison of Roles in Relation to Ethics

A comparison of roles in relation to ethics is not included.

A comparison of roles in relation to ethics is present, but it lacks detail or is incomplete.

A comparison of roles in relation to ethics is present.

A comparison of roles in relation to ethics is clearly provided and well developed. Nursing Roles Graphic Organizer Template.

A comprehensive comparison of roles in relation to ethics is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Education

A comparison of roles in relation to education is not included.

A comparison of roles in relation to education is present, but it lacks detail or is incomplete.

A comparison of roles in relation to education is present.

A comparison of roles in relation to education is clearly provided and well developed.

A comprehensive comparison of roles in relation to education is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Leadership

A comparison of roles in relation to leadership is not included.

A comparison of roles in relation to leadership is present, but it lacks detail or is incomplete.

A comparison of roles in relation to leadership is present. Nursing Roles Graphic Organizer Template

A comparison of roles in relation to leadership is clearly provided and well developed.

A comprehensive comparison of roles in relation to leadership is thoroughly developed with supporting details. Nursing Roles Graphic Organizer Template.

10.0 %Comparison of Roles in Relation to Public Health

A comparison of roles in relation to public health is not included.

A comparison of roles in relation to public health is present, but it lacks detail or is incomplete.

A comparison of roles in relation to public health is present.

A comparison of roles in relation to public health is clearly provided and well developed.

A comprehensive comparison of roles in relation to public health is thoroughly developed with supporting details.

10.0 %Comparison Roles in Relation to Health Care Administration

A comparison of roles in relation to health care administration is not included.

A comparison of roles in relation to health care administration is present, but it lacks detail or is incomplete.

A comparison of roles in relation to health care administration is present.

A comparison of roles in relation to health care administration is clearly provided and well developed.

A comprehensive comparison of roles in relation to health care administration is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Informatics

A comparison of roles in relation to informatics is not included. Nursing Roles Graphic Organizer Template.

A comparison of roles in relation to informatics is present, but it lacks detail or is incomplete.

A comparison of roles in relation to informatics is present.

A comparison of roles in relation to informatics is clearly provided and well developed.

A comprehensive comparison of roles in relation to informatics is thoroughly developed with supporting details.

10.0 %Comparison of Roles in Relation to Business or Finance

A comparison of roles in relation to business or finance is not included.

A comparison of roles in relation to business or finance is present, but it lacks detail or is incomplete.

A comparison of roles in relation to business or finance is present.

A comparison of roles in relation to business or finance is clearly provided and well developed.

A comprehensive comparison of roles in relation to business or finance is thoroughly developed with supporting details.

5.0 %Comparison of Roles in Relation to Specialty

A comparison of roles in relation to specialty is not included.

A comparison of roles in relation to specialty is present, but it lacks detail or is incomplete.

A comparison of roles in relation to specialty is present.

A comparison of roles in relation to specialty is clearly provided and well developed.

A comprehensive comparison of roles in relation to specialty is thoroughly developed with supporting details.

5.0 %Required Sources

Sources are not included.

Number of required sources is only partially met.

Number of required sources is met, but sources are outdated or inappropriate.

Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

5.0 %Visual Appeal

There are few or no graphic elements. No variation in layout or typography is evident.

Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited.

Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout.

Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. Nursing Roles Graphic Organizer Template.

Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.

5.0 %Presentation

The piece is not neat or organized, and it does not include all required elements.

The work is not neat and includes minor flaws or omissions of required elements.

The overall appearance is general, and major elements are missing.

The overall appearance is generally neat, with a few minor flaws or missing elements.

The work is well presented and includes all required elements. The overall appearance is neat and professional.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Nursing Roles Graphic Organizer Template.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

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

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented. Nursing Roles Graphic Organizer Template.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Nursing Roles Graphic Organizer Template.

100 %Total Weightage