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  • [Solved] ASSESSMENT 3/4

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    Your intervention and health promotion plan design should provide enough detail so that stakeholders and leadership reading it will be able to have a clear picture of how you intend to pursue improvements in the quality of care and outcomes. However, it should not be so detailed that there is no fle…

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    Assignment Prompt & Instructions

    Your intervention and health promotion plan design should provide enough detail so that stakeholders and leadership reading it will be able to have a clear picture of how you intend to pursue improvements in the quality of care and outcomes. However, it should not be so detailed that there is no flexibility in the design to respond to challenges as they might appear during implementation.

    The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Intervention and Health Promotion Plan for Diverse Populations Scoring Guide to better understand how each criterion will be assessed. You may wish to structure your plan using the headings below.

    ### **Part 1: Intervention and Health Promotion Plan**

    – Explain the major components of an intervention and health promotion plan that will help guide improvements in the quality of care and outcomes related to a specific health need of a community.
    – Explain the major components of an intervention and health promotion plan that will help guide improvements in the quality of care and outcomes that are most relevant to a specific diverse or vulnerable group in a community.

    ### **Part 2: Evidence-Based Foundations**

    – Analyze epidemiological evidence and best practices that support the proposed intervention and health promotion plan.
    – Analyze evidence and best practices for working with diverse and vulnerable populations that support the proposed intervention and health promotion plan.

    ### **Part 3: Cross-Cultural Collaborative Opportunities and Strategies**

    – Propose potential staff education activities to better improve the ability of health care professionals to collaborate cross-culturally with patients, community stakeholders, and colleagues.

    ### **Address Generally Throughout**

    – Communicate intervention and health promotion plan in a professional way that helps the audience to understand the proposed plan and the implications of the plan that must be taken into account.
    – Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

    REQUIREMENTS:

    3 PAGES

    **Number of resources**: A minimum of 5–7 resources. (You may use resources you previously cited in Assessments 1 and 2.)

    APA FORMAT

    DUE DATE FEBRUARY 25, 2026

    CAN'T HAVE MORE THAN 10 % PLAGIARISM OR AT TEXT, WILL BE SUBMITTED VIA TURNITIN.

  • [Solved] ASSESSMENT 1/4

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    Executive Solution Overview

    Identify a health care need that is currently a concern in your community or state( MIAMI, FLORIDA). For example, perhaps you find that your state has one of the highest rates of heart disease in the nation. Once you have identified the health care need in your community, do further exploration to s…

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    Assignment Prompt & Instructions

    Identify a health care need that is currently a concern in your community or state( MIAMI, FLORIDA). For example, perhaps you find that your state has one of the highest rates of heart disease in the nation. Once you have identified the health care need in your community, do further exploration to see whether certain groups or populations within your diverse community or state are impacted by this health care need more than others. In our example, elderly and Native American populations are two groups that have a higher prevalence of heart disease.

    Appropriately identifying the highly impacted subgroups within your community or state is a key component of this assessment, as you will continue to reference these groups for the upcoming assessments as well.

    For this assessment you will develop a concise but comprehensive report of the demographic makeup of the community you have decided to focus upon, as well as the most significant health concerns. Be sure you are linking the health concerns you are identifying to specific demographic groups within your chosen community. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Identifying Community Health Needs Scoring Guide to better understand how each grading criterion will be assessed.

    In your report, make sure to complete the following:

    – Describe demographic characteristics for your community or state in terms of demographic makeup, ethnicity, and illness and health status.
    – Identify any patterns or trends regarding populations seen in demographic reports.
    – Identify groups within the community or state population that are highly impacted by the identified health concern.
    – Communicate community demographic data and health needs in a manner that is clear and understandable to a variety of potential audiences.
    – Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

    3 PAGES

    – **Number of references:** Cite a minimum of 3–5 sources of scholarly or professional evidence that illustrate the demographic makeup of your chosen community, as well as its specific health care needs. Resources should be no more than five years old.
    – **APA format.**
    – **CAN'T HAVE MORE THAN 10% OF PLAGIARISM OR AI TEXT, WILL BE SUBMITTED VIA TURNITIN**

    **DUE DATE FEBRUARY 25, 2026**

  • [Solved] A current global issue

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    Choose a current global health issue and discuss the challenges in addressing it. What are the roles of international organizations, and how do political factors influence the policy responses? **Submission Instructions:** – post should be at least 500 words, formatted and cited in current APA style…

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    Assignment Prompt & Instructions

    Choose a current global health issue and discuss the challenges in addressing it. What are the roles of international organizations, and how do political factors influence the policy responses?

    **Submission Instructions:**

    – post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Sources should be current (published within last five years).
    – Less than 20% AI detection through turnitin.com

  • [Solved] responses

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    please respond to these 2 discussion posts following the instructions and the rubric Rubric: RESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer o…

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    Assignment Prompt & Instructions

    please respond to these 2 discussion posts following the instructions and the rubric

    Rubric: RESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) **20** **to >19.0** **ptsExcellent• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty.**

    **19** **to >15.0** **ptsGood• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty.**

    **15** **to >12.0** **ptsFair• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort.**

    **12** **to >0** **ptsPoor• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries.** 20 pts

    This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) **30** **to >29.0** **ptsExcellentInitial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.**

    **29** **to >23.0** **ptsGoodInitial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.**

    **23** **to >18.0** **ptsFairInitial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.**

    **18** **to >0** **ptsPoorInitial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided.** 30 pts

    This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points) **20** **to >19.0** **ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**

    **19** **to >15.0** **ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**

    **15** **to >12.0** **ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on separate day.**

    **12** **to >0** **ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on same day.** 20 pts

    This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points) **20** **to >19.0** **ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.**

    **19** **to >15.0** **ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.**

    **15** **to >12.0** **ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Posts on separate day.**

    **12** **to >0** **ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Posts on same day.** 20 pts

    This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points) **10** **to >9.0** **ptsExcellentDiscussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.**

    **9** **to >8.0** **ptsGoodDiscussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.**

    **8** **to >6.0** **ptsFairDiscussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.**

    **6** **to >0** **ptsPoorDiscussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.** 10 pts

    Total Points: 100

    Instructions: **Read** a selection of your classmates’ posts and **respond** to **at least two** of your classmates **on two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **Note:** Your responses to classmates should be substantial, supported with scholarly evidence from your research and/or the Learning Resources, and properly cited. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students.

    – [\
    \
    discussion12.docx](https://www.sweetstudy.com/files/discussion12-docx-10505409 "discussion12.docx")

  • [Solved] Nursing homework

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    My Topic is Rapids respone vs. Code Blue: Knowing when to act **files (1)** – ## StaffEducationPresentationRubricSp25.docx **## StaffEducationPresentationRubricSp25.docx** ## **Part 2: STAFF EDUCATION** PRESENTATION ## (35 points) *****The use of Artificial Intelligence to complete this project i…

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    Assignment Prompt & Instructions

    My Topic is Rapids respone vs. Code Blue: Knowing when to act

    **files (1)**

    – ## StaffEducationPresentationRubricSp25.docx

    **## StaffEducationPresentationRubricSp25.docx**

    ## **Part 2: STAFF EDUCATION** PRESENTATION

    ## (35 points)

    *****The use of Artificial Intelligence to complete this project is strictly prohibited.****

    **II.**
    **PART 2: THE PRESENTATION – you do NOT write a separate paper**

    The Staff Education plan will be developed and evaluated in the Clinical III course. The plan may be adjusted based on feedback provided by your clinical instructor. You will conduct the in-service during post-clinical conference time. You should present the information at the appropriate level for the intended target audience rather than for your peers. For instance, if the plan was designed for nursing assistants, then present the material as you would for that audience.

    ## Objectives

    1. Demonstrate the ability to provide planned education to a group in an engaging manner

    2. Provide constructive feedback to peers in a non-threatening manner

    3. Utilize constructive feedback to evaluate performance and determine strengths, weaknesses, and opportunities for improvement as a presenter

    4. Evaluates participants’ learning through effective evaluation of learning objectives

    5. Based on evaluation of objectives, is able to state how education could have been improved to maximize learning

    ## A. **Implementation (15 points):**

    ### 1. Publicize the event (5 points):

    a. Develop a method for advertising the in-service.  Publicity should be attractive and include topic, intended audience, date, time, objectives, and approximate length of in-service.  You may not be required to post the advertisement.

    b. Turn in a copy of
    **publicity to assignment folder** and describe where you would have posted the announcement to reach your target audience.

    c. Make room arrangements for the in-service prior to the event if needed. (This is generally not necessary if conducting the in-service during clinical conference time).

    d. Provide a sign-in sheet for those in attendance and
    **submit it to assignment folder** (just like how you would sign-in at a work in-service).

    e. Distribute presentation evaluation forms (Clinical III content area in D2L) to those in attendance. Collect, review, and
    **submit completed forms from peers to assignment folder.**

    2. Develop a professional PowerPoint (
    **students must use PowerPoint**) and conduct a 15–20-minute in-service to meet the identified learning needs. (10 points)

    **Professional power points should include:**

    a. Title/Introductory Slide

    b. List of learning objectives

    c. Multiple slides on body of presentation

    d. Conclusion Slide

    e. References Slide

    ## **B.** **Evaluation (20 points):**

    ### 1. Evaluation of Audience Learning Objectives (5 points) – (i.e. Did your audience learn from what you were teaching?) **Use Staff Education Evaluation Template (upload to D2L after presentation):**

    a. Evaluate the learning achieved by your audience by summarizing the results of your evaluation of the objectives. Do this in an objective manner (e.g., 3/10 audience members were able to answer all the questions correctly or 7/9 audience members were able to demonstrate…., etc.). Recall the methods and domains you outlined for evaluation developed in the plan.

    b. Analyze the results of your evaluation (be sure to include your average score from your peers) and discuss whether the education provided was effective by determining whether the objectives were met.

    c. Discuss what you would change to increase learning if you had the opportunity to do this presentation again.

    d. Discuss how your educational presentation supports Spirit of Inquiry (
    _the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities_).

    ### 2. Self-Evaluation of Presentation (5 points)

    ### Using the Peer Evaluation Form:

    a. Conduct a self-evaluation of your skills as a presenter by completing a
    **Peer Evaluation Form** for yourself.

    b. Review data from the evaluations submitted by those in attendance and submit a summary of your strengths, weaknesses, and opportunities for improvement based on the feedback provided by your peers
    **(must submit copy of all evaluations from peers to assignment folder).**

    ### 3. Instructor Evaluation (10 points)

    ### Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines.  You will be graded on your skill as a presenter, your ability to achieve the identified learning objectives, your summary and analysis of evaluation methods, your summary of the learner feedback, and the accuracy of your own self-evaluation.

    ## Grading Rubric: Staff Education Presentation

    | | | | | | |
    | — | — | — | — | — | — |
    | | **5** | **4** | **3** | **2** | **1** |
    | **Preparation (5 points)** | Publicity is attractive and includes topic, intended audience, date, time, objectives, and approximate length of in-service. Makes room arrangements and provides sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes topic, intended audience, date, time, objectives, and approximate length of in-service (may exclude one of these). Provides hastily-prepared sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes only 4 of the following: topic, intended audience, date, time, approximate length, or objectives of in-service. No visuals to draw attention. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity includes less than 4 of the following: topic, intended audience, date, time, approximate length, or objectives. Is not attractive. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity not provided. |
    | | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
    | **Implementation (10 points)** | Delivers content effectively by following education plan. Utilizes an attractively prepared Ppt presentation or another visual aid to maintain attention. Achieves an average of 3.5 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Delivery of content follows education plan. Has prepared a method for delivery but could be improved. Achieves an average of 3 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Does not follow education plan. Is not well prepared- does not provide handouts OR prepare PowerPoint slides. Seems disorganized. Average on evaluation of delivery criteria (listed at left) is below 3. | Does have an education plan for topic presented. Is unprepared- does not provide handouts and has not prepared a method for effective delivery of content. Is disorganized. Average on evaluation of delivery criteria (listed at left) is 1-2. | Is not prepared to present on designated day. |
    | | **5** | **4** | **3** | **2** | **1** |
    | **Evaluation of Learning Objectives (5 points)** | Utilizes planned evaluation methods to assess achievement of learning objectives. Evaluates effectiveness of education by stating whether objectives were or were not met and supports with statistical evidence. Uses information to identify where content or method of education could be improved. | Evaluates achievement of at least one learning objective. Partially evaluates others, but methods are not in alignment with domain of objective. Evaluates effectiveness of education by stating whether objectives were or were not met but does not fully support with statistical evidence. | Partially evaluates achievement of learning objectives, but methods are not in alignment with domain of objective. Briefly states whether objectives were or were not met but does not support with evidence because methods were not quantifiable. | Does not effectively evaluate learning objectives. Unable to evaluate effectiveness of education. | Has no plan for evaluating objectives. Does not attempt to evaluate objectives. |
    | **Self-Evaluation (5 points)** | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Does not complete self-evaluation. |
    | | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
    | **Instructor Evaluation (10 points)** | Provides engaging, stimulating education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with planned objectives. Evaluation methods are appropriate for objectives. Averages 3.5 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with most, not all, objectives. Evaluates objectives appropriately. Averages a 3 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience, but nerves are distracting or reads from ppt with little audience interaction. Methods of presentation are consistent with some objectives. Evaluates some, not all, objectives appropriately. Averages a 2.5 on evaluation form. | Provides education in a disorganized, poorly planned manner. Information is not presented at the appropriate level for target audience. Methods of presentation are not consistent with domain of objective. Averages 2 on evaluation form. | Presentation was not well-planned. Unable to convey information in a manner that stimulates learning. Averages less than 2 on evaluation form. |

    **## StaffEducationPresentationRubricSp25.docx**

    ## **Part 2: STAFF EDUCATION** PRESENTATION

    ## (35 points)

    *****The use of Artificial Intelligence to complete this project is strictly prohibited.****

    **II.**
    **PART 2: THE PRESENTATION – you do NOT write a separate paper**

    The Staff Education plan will be developed and evaluated in the Clinical III course. The plan may be adjusted based on feedback provided by your clinical instructor. You will conduct the in-service during post-clinical conference time. You should present the information at the appropriate level for the intended target audience rather than for your peers. For instance, if the plan was designed for nursing assistants, then present the material as you would for that audience.

    ## Objectives

    1. Demonstrate the ability to provide planned education to a group in an engaging manner

    2. Provide constructive feedback to peers in a non-threatening manner

    3. Utilize constructive feedback to evaluate performance and determine strengths, weaknesses, and opportunities for improvement as a presenter

    4. Evaluates participants’ learning through effective evaluation of learning objectives

    5. Based on evaluation of objectives, is able to state how education could have been improved to maximize learning

    ## A. **Implementation (15 points):**

    ### 1. Publicize the event (5 points):

    a. Develop a method for advertising the in-service.  Publicity should be attractive and include topic, intended audience, date, time, objectives, and approximate length of in-service.  You may not be required to post the advertisement.

    b. Turn in a copy of
    **publicity to assignment folder** and describe where you would have posted the announcement to reach your target audience.

    c. Make room arrangements for the in-service prior to the event if needed. (This is generally not necessary if conducting the in-service during clinical conference time).

    d. Provide a sign-in sheet for those in attendance and
    **submit it to assignment folder** (just like how you would sign-in at a work in-service).

    e. Distribute presentation evaluation forms (Clinical III content area in D2L) to those in attendance. Collect, review, and
    **submit completed forms from peers to assignment folder.**

    2. Develop a professional PowerPoint (
    **students must use PowerPoint**) and conduct a 15–20-minute in-service to meet the identified learning needs. (10 points)

    **Professional power points should include:**

    a. Title/Introductory Slide

    b. List of learning objectives

    c. Multiple slides on body of presentation

    d. Conclusion Slide

    e. References Slide

    ## **B.** **Evaluation (20 points):**

    ### 1. Evaluation of Audience Learning Objectives (5 points) – (i.e. Did your audience learn from what you were teaching?) **Use Staff Education Evaluation Template (upload to D2L after presentation):**

    a. Evaluate the learning achieved by your audience by summarizing the results of your evaluation of the objectives. Do this in an objective manner (e.g., 3/10 audience members were able to answer all the questions correctly or 7/9 audience members were able to demonstrate…., etc.). Recall the methods and domains you outlined for evaluation developed in the plan.

    b. Analyze the results of your evaluation (be sure to include your average score from your peers) and discuss whether the education provided was effective by determining whether the objectives were met.

    c. Discuss what you would change to increase learning if you had the opportunity to do this presentation again.

    d. Discuss how your educational presentation supports Spirit of Inquiry (
    _the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities_).

    ### 2. Self-Evaluation of Presentation (5 points)

    ### Using the Peer Evaluation Form:

    a. Conduct a self-evaluation of your skills as a presenter by completing a
    **Peer Evaluation Form** for yourself.

    b. Review data from the evaluations submitted by those in attendance and submit a summary of your strengths, weaknesses, and opportunities for improvement based on the feedback provided by your peers
    **(must submit copy of all evaluations from peers to assignment folder).**

    ### 3. Instructor Evaluation (10 points)

    ### Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines.  You will be graded on your skill as a presenter, your ability to achieve the identified learning objectives, your summary and analysis of evaluation methods, your summary of the learner feedback, and the accuracy of your own self-evaluation.

    ## Grading Rubric: Staff Education Presentation

    | | | | | | |
    | — | — | — | — | — | — |
    | | **5** | **4** | **3** | **2** | **1** |
    | **Preparation (5 points)** | Publicity is attractive and includes topic, intended audience, date, time, objectives, and approximate length of in-service. Makes room arrangements and provides sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes topic, intended audience, date, time, objectives, and approximate length of in-service (may exclude one of these). Provides hastily-prepared sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes only 4 of the following: topic, intended audience, date, time, approximate length, or objectives of in-service. No visuals to draw attention. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity includes less than 4 of the following: topic, intended audience, date, time, approximate length, or objectives. Is not attractive. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity not provided. |
    | | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
    | **Implementation (10 points)** | Delivers content effectively by following education plan. Utilizes an attractively prepared Ppt presentation or another visual aid to maintain attention. Achieves an average of 3.5 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Delivery of content follows education plan. Has prepared a method for delivery but could be improved. Achieves an average of 3 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Does not follow education plan. Is not well prepared- does not provide handouts OR prepare PowerPoint slides. Seems disorganized. Average on evaluation of delivery criteria (listed at left) is below 3. | Does have an education plan for topic presented. Is unprepared- does not provide handouts and has not prepared a method for effective delivery of content. Is disorganized. Average on evaluation of delivery criteria (listed at left) is 1-2. | Is not prepared to present on designated day. |
    | | **5** | **4** | **3** | **2** | **1** |
    | **Evaluation of Learning Objectives (5 points)** | Utilizes planned evaluation methods to assess achievement of learning objectives. Evaluates effectiveness of education by stating whether objectives were or were not met and supports with statistical evidence. Uses information to identify where content or method of education could be improved. | Evaluates achievement of at least one learning objective. Partially evaluates others, but methods are not in alignment with domain of objective. Evaluates effectiveness of education by stating whether objectives were or were not met but does not fully support with statistical evidence. | Partially evaluates achievement of learning objectives, but methods are not in alignment with domain of objective. Briefly states whether objectives were or were not met but does not support with evidence because methods were not quantifiable. | Does not effectively evaluate learning objectives. Unable to evaluate effectiveness of education. | Has no plan for evaluating objectives. Does not attempt to evaluate objectives. |
    | **Self-Evaluation (5 points)** | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Does not complete self-evaluation. |
    | | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
    | **Instructor Evaluation (10 points)** | Provides engaging, stimulating education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with planned objectives. Evaluation methods are appropriate for objectives. Averages 3.5 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with most, not all, objectives. Evaluates objectives appropriately. Averages a 3 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience, but nerves are distracting or reads from ppt with little audience interaction. Methods of presentation are consistent with some objectives. Evaluates some, not all, objectives appropriately. Averages a 2.5 on evaluation form. | Provides education in a disorganized, poorly planned manner. Information is not presented at the appropriate level for target audience. Methods of presentation are not consistent with domain of objective. Averages 2 on evaluation form. | Presentation was not well-planned. Unable to convey information in a manner that stimulates learning. Averages less than 2 on evaluation form. |

  • [Solved] Questions

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    Assignment Prompt & Instructions

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  • [Solved] Community Health Promotion

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    Please attached **files (1)** – ## Assign3Intruction.docx **## Assign3Intruction.docx** Community: Liberia For this assessment, you will use the community from your windshield (Liberia)survey OR you may select a community from the [Assessment 3 Supplement: Disaster Recovery Plan [PDF]](https://cou…

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    Assignment Prompt & Instructions

    Please attached

    **files (1)**

    – ## Assign3Intruction.docx

    **## Assign3Intruction.docx**

    Community: Liberia

    For this assessment, you will use the community from your windshield (Liberia)survey OR you may select a community from the
    [Assessment 3 Supplement: Disaster Recovery Plan [PDF]](https://courseroom.capella.edu/courses/59501/files/11078149/download). You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.

    **Instruction:**

    Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.

    1. Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.

    · Assess community needs.

    · Consider resources, personnel, budget, and community makeup.

    · Identify the people accountable for implementation of the plan and describe their roles.

    · Focus on specific Healthy People 2030 objectives.

    · Include a timeline for the recovery effort.

    2. Focus on the following areas in your crisis communication plan:

    ·
    **Information gathering.**

    · This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.

    · Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

    ·
    **Information dissemination.**

    · This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.

    ·
    **Operation support.**

    · This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.

    ·
    **Liaisons.**

    · They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.

    · Provide support for your position.

    · Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

    3. Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the
    [Brochure Design Templates](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=3652292980006731) web page, storyboard, or poster templates.

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

    · Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.

    · Consider the interrelationships among these factors.

    · Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.

    · Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.

    · Explain how health and governmental policy impacts disaster recovery efforts in a community.

    · Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).

    · Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the
    [Contact Tracing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012062620006731) reading list for more information about contact trace-mapping.)

    · Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.

    · Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.

    · Identify evidence that supports your strategies.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.

    · Develop your assessment with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    **Supporting Evidence**

    · Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.

    · Include data from the CDC, United States Census Bureau, and other government agencies.

    Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **Note**: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations

    Scoring

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

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.

    · Competency 4: Integrate principles of social justice in community health interventions.

    · Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **## Assign3Intruction.docx**

    Community: Liberia

    For this assessment, you will use the community from your windshield (Liberia)survey OR you may select a community from the
    [Assessment 3 Supplement: Disaster Recovery Plan [PDF]](https://courseroom.capella.edu/courses/59501/files/11078149/download). You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.

    **Instruction:**

    Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.

    1. Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.

    · Assess community needs.

    · Consider resources, personnel, budget, and community makeup.

    · Identify the people accountable for implementation of the plan and describe their roles.

    · Focus on specific Healthy People 2030 objectives.

    · Include a timeline for the recovery effort.

    2. Focus on the following areas in your crisis communication plan:

    ·
    **Information gathering.**

    · This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.

    · Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

    ·
    **Information dissemination.**

    · This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.

    ·
    **Operation support.**

    · This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.

    ·
    **Liaisons.**

    · They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.

    · Provide support for your position.

    · Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

    3. Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the
    [Brochure Design Templates](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=3652292980006731) web page, storyboard, or poster templates.

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

    · Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.

    · Consider the interrelationships among these factors.

    · Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.

    · Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.

    · Explain how health and governmental policy impacts disaster recovery efforts in a community.

    · Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).

    · Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the
    [Contact Tracing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012062620006731) reading list for more information about contact trace-mapping.)

    · Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.

    · Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.

    · Identify evidence that supports your strategies.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.

    · Develop your assessment with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    **Supporting Evidence**

    · Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.

    · Include data from the CDC, United States Census Bureau, and other government agencies.

    Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **Note**: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations

    Scoring

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

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.

    · Competency 4: Integrate principles of social justice in community health interventions.

    · Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

  • [Solved] LAW ASSESS 3/3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The strategy summary and annotated training agenda requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requireme…

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    Assignment Prompt & Instructions

    The strategy summary and annotated training agenda requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.

    – Explain the desired impact of implementing the new policy and practice guidelines on benchmark performance.
    – How will the change be implemented?
    – How will the new policy affect the daily work routines and responsibilities of the role for the pilot group?
    – How will the policy and guidelines help improve the quality of care or outcomes and how will success be measured?
    – Explain the selected pilot group's role and importance in implementing the new policy and practice guidelines.
    – Why is the work and buy-in of the role group important for successful implementation?
    – How could you help the group feel empowered by their involvement during implementation?
    – Summarize evidence-based strategies to promote stakeholder buy-in and prepare them for the implementation of a new policy based on practice guidelines and regulations.
    – Why will these strategies be effective?
    – What measures might provide early indications of success?
    – Determine the resources needed to effectively implement a training session for the new policy or practice guidelines.
    – How will each proposed activity on your agenda support learning and skill development?
    – Can you complete the training within the allotted two hours?
    – Deliver a persuasive, coherent, and effective audiovisual presentation.
    – Organize content so ideas flow logically with smooth transitions.
    – Proofread your strategy summary and training agenda, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your strategies.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
    – Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
    – Be sure to apply correct APA formatting to source citations and references.

    REQUIREMENTS:

    – 5 SLIDES POWERPOINT , ALL SLIDES MUST HAVE SPEAKER NOTES

    BE CREATIVE AND DO SLIDES WITH CONDENSED INFORMATION PLEASE

    -APA formatting to all citations and references.

    What to submit:

    -PowerPoint presentation.

    -Annotated Training Agenda. ( TEMPLATE ATTACHED)

    -Cite 2–4 external sources to support your strategies for working with the group you have identified and generating their buy-in, as well as for your approach to the training session, activities, and materials.

    – CANT HAVE MORE THAN 10% PLAGIARISM OR AI TEXT, WILL BE SUBMITTED VIA TURNITIN.

    – [\
    \
    TRAININGAGENDATEMPLATE.docx](https://www.sweetstudy.com/files/trainingagendatemplate-docx "TRAININGAGENDATEMPLATE.docx")

  • [Solved] LAW ASSESS 2/3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The policy proposal requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and len…

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    Assignment Prompt & Instructions

    The policy proposal requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.

    – Explain the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal healthcare policies or laws. **Use your topic from Assessment 1 to complete this.**

    – What is the current benchmark for the organization and the numeric score for underperformance?
    – How is the benchmark underperformance affecting the provision of quality care or the organization's operations?
    – What are the potential repercussions of not making any changes?
    – What evidence supports your conclusions?

    – Summarize your proposed organizational policy and practice guidelines.
    – Identify applicable local, state, or federal healthcare policy or law that prescribes relevant performance benchmarks that your policy proposal addresses (using your Advocacy Issues topic from the AHA).
    – Keep your audience in mind when creating this summary statement.

    – Analyze the potential effects of environmental factors on your recommended practice guidelines.
    – What regulatory considerations could affect your recommended guidelines?
    – What resources could affect your recommended guidelines (staffing, financial, and logistical considerations, or support services)?

    – Explain ethical, evidence-based practice guidelines to improve targeted benchmark performance and the impact the proposed changes will have on the targeted group.
    – What does the evidence-based literature suggest are potential strategies to improve performance for your targeted benchmark?
    – How would these strategies ensure performance improvement or compliance with applicable local, state, or federal healthcare policy or law?
    – How can you ensure that these strategies are ethical and culturally inclusive in their application?
    – What is the direct impact of these changes on the stakeholders' work setting/job requirements?

    – Explain why particular stakeholders and groups must be involved in further development and implementation of your proposed policy and practice guidelines.
    – Why is it important to engage these stakeholders and groups?
    – How can their participation produce a stronger policy and facilitate its implementation?

    – Present strategies for collaborating with the stakeholder group to implement your proposed policy and practice guidelines.
    – What role will the stakeholder group play in implementing your proposal?
    – Why is the stakeholder group and their collaboration important for successful implementation?

    – Organize content so ideas flow logically with smooth transitions.
    – Proofread your proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your proposal.

    – REQUIREMENTS:
    – 4 PAGES
    – APA FORMAT
    – CANT HAVE MORE THAN 10% PLAGIARISM OR AI TEXT, WILL BE SUBMITTED VIA TURNITIN.
    – Cite 3–5 references to current and scholarly research within the past 5 years.

  • [Solved] LAW ASSESS 1/3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Use the TEMPLATE ATTACHED to complete this assessment. 1. **Topic Selection:**Choose a topic of interest that you would like to work in your organization or one where you have worked before or are interested in working. ( LABOR AND DELIVERY NURSE) – Look at the American Hospital Association, Center …

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    Assignment Prompt & Instructions

    Use the TEMPLATE ATTACHED to complete this assessment.

    1. **Topic Selection:**Choose a topic of interest that you would like to work in your organization or one where you have worked before or are interested in working. ( LABOR AND DELIVERY NURSE)

    – Look at the American Hospital Association, Center for Medicare & Medicaid, the Institute of Health Care Improvement, or the Joint Commission Patient Safety Goals.
    – If you cannot locate one, look at local, state, or federal issues. ( MIAMI , FLORIDA MY AREA)

    **2. Policy Application:** Find a policy, set of guidelines, or government regulations and apply it to the organization’s work on the chosen topic. You may choose a policy you have access to from your organization. Other sources of policies include those published online from a different healthcare organization.

    – Describe clearly how the selected policy complies with or diverges from the requirements outlined in a related healthcare law, providing evidence to support your position.
    – Discuss the potential legal, ethical, or financial implications of non-compliance with the policy and its alignment with healthcare law or professional guidelines.
    – Consider the consequences for individual practitioners, stakeholders, and the healthcare organization.

    3. **Benchmark Comparison:** Identify a benchmark or strategic goal and compare it to the policy, guideline, or regulation and goal that is not at the desired goal or range.

    – A benchmark in healthcare is a standard or point of reference used to measure and compare the performance of healthcare organizations, departments, or individual clinicians.
    – Benchmarks are used to identify areas for improvement and set goals for quality improvement.
    – These benchmarks could include national quality indicators, best practices recommended by professional organizations, or performance metrics set by regulatory agencies.

    – Describe the benchmarks associated with the healthcare law, policy, or guideline, and clearly articulate the connections between benchmarks and policy. There may be more than one benchmark for a topic, but only one is needed.
    – The comparison should include the benchmark’s numerical value.
    – [Parkland Health: Preventive Care](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2475943070006731?auth=SAML&section=4480064520006731) example: This information is an example of available data that could be used to build a case for what needs improvement based on underperformance and help justify the consequences of not meeting the standards set for the CMS Core Measures. Some hospitals share lots of detail, while others provide limited information.

    – 4. **Metric Analysis:** Look at the metric or measure that is not being met or in compliance with the policy, guideline, or regulation and analyze what needs to be added, removed, or developed to ensure the benchmark is met.

    – Consider how an Interprofessional Education (IPE) team can develop a Quality Improvement (QI) plan to improve these outcomes.
    – Analyze the consequences of not meeting prescribed benchmarks and the impact this has on healthcare organizations or teams.
    – Be sure to clearly identify implications and acknowledge assumptions underlying your analysis.

    5. **Sustainability and Ethics:** Describe what is needed to ensure that the project plan will be sustainable, efficient, effective, and evidence-based.

    – Consider how adherence to benchmarks can drive positive outcomes in patient care, safety, and overall organizational performance.
    – Explain how you can ensure the solution is ethical and protects vulnerable and diverse patient populations.
    – Advocate for ethical and sustainable actions directed toward an appropriate group of stakeholders, arguing effectively for recommended actions with a clear and perceptive explanation of the ethical principles and sustainability goals to guide such actions.

    REQUIREMENTS:

    3 PAGES

    APA FORMAT

    Cite 4–6 credible, current, and scholarly references. Include the policy, law, or guidelines.

    – [\
    \
    TEMPLATE.docx](https://www.sweetstudy.com/files/template-docx-10504919 "TEMPLATE.docx")