Author: admin

The purpose of this assignment is to incorporate the instructor-recommended revisions or changes from the Topic 3 “Rough Draft – Research Critiques and Evidence-Based Practice Proposal” to develop a 1,500-1,750-word final draft.
Use the “Research Critiques and Evidence-Based Practice Proposal Guidelines” document to organize your essay. Questions under each heading should be addressed in the structure of a formal paper.
You are required to cite a minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Submit to your faculty member for review and approval three potential health topics for a 30-minute educational session for patients of a family practice office.
Collapse All
Introduction
For the final assessment of the course, you will assume the role of an office manager in a family practice office. Your office offers monthly 30-minute educational sessions for patients on a variety of topics. You have been asked to conduct next month’s presentation.
This Health Topic Approval assessment will allow you to keep your presentation in mind throughout the remainder of the course, as you will use terms from several different assessments in your presentation, and you will be evaluated on accurate medical terminology use and pronunciation.
In most cases, your physician group would likely dictate your presentation topic. For the final assessment in this course, however, you will have the opportunity to choose a topic that interests you. It does not need to be based on one of the body systems highlighted in the course assessments. For example, you may want to focus your presentation on a digestive system disease. Other topics are diabetes management, cardiac rehabilitation, diet management, or skin care. These are examples only; choose the topic of interest to you. Maybe you have a specific condition and would like to learn more about it, given all that you have learned about medical terminology throughout this course. Maybe a family member or friend has the condition.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 3: Use medical terminology and abbreviations related to body systems.
Health topic approved.
Preparation
To help prepare for this assessment:
Please review the requirements for the health topic presentation and the scoring guide criteria presented in Assessment 6 as you consider the topics that interest you most.
You may also want to view the Health Topic Presentation for a brief example presentation.
Instructions
To ensure your topic is sufficient and appropriate for the assessment requirements, please submit three potential topics to your faculty member. They will approve one of the topics and offer feedback as necessary.
Once you receive your faculty member’s approval on your topic, you will want to begin your research. Consult the HIM-FPX4610: Medical Terminology Library Guide for help on how to begin your research and identify credible sources

For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
Collapse All
Introduction
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.
Preparation
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.
Instructions
Note: You are required to complete Assessment 1 before this assessment.
For this assessment:
Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.
Document Format and Length
Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.
Supporting Evidence
Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.
Grading Requirements
The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Design patient-centered health interventions and timelines for a selected health care problem.
Address three health care issues.
Design an intervention for each health issue.
Identify three community resources for each health intervention.
Consider ethical decisions in designing patient-centered health interventions.
Consider the practical effects of specific decisions.
Include the ethical questions that generate uncertainty about the decisions you have made.
Identify relevant health policy implications for the coordination and continuum of care.
Cite specific health policy provisions.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
Clearly explain the need for changes to the plan.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
Use the literature on evaluation as guide to compare learning session content with best practices.
Align teaching sessions to the Healthy People 2030 document.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Additional Requirements
Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.
Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.
Context
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
Course Competencies
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for a selected health care problem.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
Competency 3: Create a satisfying patient experience.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
Competency 4: Defend decisions based on the code of ethics for nursing.
Consider ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.