Category: Nursing

Design a training session presentation for one of the role groups in the organization that will be responsible for implementation.
Introduction
Training and educating those within an organization who are responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a health care profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.
As a master’s-level health care practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your health care setting. The ability to create an agenda that will ensure your training goals will be met, and will fit into the allotted time, is a valuable skill for preparing colleagues to be successful in their practice.
This assessment offers you an opportunity to develop and implement effective educational strategies.
Instructions
To help ensure a smooth rollout and implementation of your proposed policy and practice guidelines, design a training session presentation for one of the role groups in the organization that will be responsible for implementation.
·         Provide a brief summary of your strategies for working with your chosen role group.
·         Explain the impact of the new policy on the group and the importance of the change to improve quality of care.
·         Explain how the group is important in implementing your proposed policy and practice guidelines and why you chose this group to pilot your proposal.
·         Determine appropriate instructional content and explain to the group the learning activities and materials they should expect during the training session.
·         Prepare an annotated agenda for a two-hour training session.
During this training session, you will want to ensure that the individuals you are training understand the new policy and practice guidelines. You will need them to buy into the importance of the policy in improving the quality of care or outcomes and their key role in successful policy implementation. You must help them acquire the knowledge and skills they need to be successful in implementing the policy and practice guidelines.
As outcomes of this training session, participants are expected to:
·         Understand the organizational policy and practice guidelines to be implemented.
·         Understand the importance of the policy to improving quality or outcomes.
·         Understand that, as a group, they are key to successful implementation.
·         Possess the necessary knowledge and skills for successful implementation.
Requirements
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.
·         Summarize evidence-based strategies for working with the role group to obtain their buy-in and prepare them to implement the new policy and apply the associated practice guidelines to their work.
o    Why will these strategies be effective?
o    What measures might provide early indications of success?
·         Explain the impact of the new policy and practice guidelines.
o    How they will be implemented?
o    How will they affect the daily work routines and responsibilities of the role group?
·         Justify the importance of the new policy and practice guidelines with regard to improving the quality of care or outcomes related to the role group’s work.
o    How will the policy and guidelines help improve the quality of care or outcomes?
·         Explain the role group’s importance in implementing the new policy and practice guidelines.
o    Why is the work and buy-in of the role group important for successful implementation?
o    How could you help the group feel empowered by their involvement during implementation?
·         Determine appropriate and effective instructional content, learning activities, and materials for the training session.
o    How will each proposed activity on your agenda support learning and skill development?
o    Can you complete the training within the allotted two hours?
·         Deliver a persuasive, coherent, and effective audiovisual presentation.
o    Be sure that the information and arguments you present are aligned with the needs of your audience.
o    Review the organization of your slides for clarity.
o    Proofread your slides to minimize errors that could distract the audience or make your message more difficult to understand.
Presentation Format and Length
You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
If using PowerPoint to create your presentation slides, you may use the SoNHS Professional Presentation Guidelines [PPTX] as a template. Be sure that your slide deck includes the following slides:
·         Title slide.
o    Presentation title.
o    Your name.
o    Date.
o    Course number and title.
·         References (at the end of your presentation). Apply current APA formatting to all citations and references.
Your slide deck should consist of 8–12 slides, not including a title slide and references slide.
Ensure you provide speaker notes for each slide to fully address scoring guide criteria.
Supporting Evidence
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.
Portfolio Prompt: You may choose to save your report to your ePortfolio
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
·         Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
o    Explain the impact of a new policy and practice guidelines.
·         Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
o    Justify the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work.
·         Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
o    Summarize evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work.
o    Explain a selected role group’s importance in implementing a new policy and practice guidelines.
o    Determine appropriate and effective instructional content, learning activities, and materials for a training session.
·         Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.
o    Deliver a persuasive, coherent, and effective audiovisual presentation.

The objective of this assignment is for students to display their knowledge on Electronic Healthcare Records
and how EHR as part of nursing informatics, shaped the healthcare industry.
This assignment requires an APA style and format, has to be in word doc and at least, 2-3 pages long excluding
the title and reference pages.

The annotated bibliography must include the citations (the bibliography) to books, articles, and documents utilized to develop the presentation followed by a brief (usually about 150 — 200 words per citation) descriptive and evaluative paragraph (the annotation). The purpose of the annotation is to inform the instructor of the relevance, accuracy, and quality of the sources cited.
Students are required to cite four (4) academic references (one reference being the course textbook and the other three consisting of academic journals, books and other published documents). Intemet websites are not acceptable academic reference. Therefore, the completed annotated bibliography will contain at least four (4) paragraphs, each with a citation and annotation informing the instructor of the relevance, accuracy, and quality of the source cited.
The annotated bibliography must be completed utilizing APA format (12-point font and 1-inch margins, name on the paper, APA citation format, etc.). For a sample of what an Annotated Bibliography_is, visit Purdue Owl Online Writing Lab.

Activity 5
Health Assessment Tool
Create an audio/visual presentation that will describe a healthcare education tool for a specific health need of a specific population that is different than your own.
The presentation should:
Identify the population and how it is different than your own.
Discuss the importance of the health need.
Identify special learning challenges this population faces.
Include a description of the tool to teach the information and explain how it works.
Discuss how the literature supports the use of the technology you have chosen.
Explain how the tool contributes to critical thinking.
Explain how the tool contributes to nursing practice and patient outcomes.
Guidelines:
1.  Choose a population that is different than your own. For example: if you are a 25-year-old woman, who is a U.S citizen and only speak English, choose an older male patient who is from another race, culture, or ethnicity and who speaks limited English).  
Identify the population and how it is different than your own.
Discuss the importance of the health need. For this population.  For example: there is an increased incidence of type 2 diabetes mellitus in the teen population so there a need for a tool to address this population’s special needs.
Identify special learning challenges this population faces. For example: income, sensory impairment, or language.
2.  Develop a teaching tool: Incorporate technology/multimedia into your tool. For example: texts, twitter, blogs, email, YouTube video, video-conferencing, Skype, computer or cell phone app, electronic brochures, and electronic booklets.
Include a description of the tool to teach the information. Explain how the tool works but you do not have to actually create the tool. For example: your tool may be a website, but you do not have to actually create the site.
3. Discussion:
Discuss how the literature supports the use of the technology you have chosen.
Explain how the tool contributes to critical thinking – what skills does it develops.
Explain how the tool contributes to nursing practice and patient outcomes.
Important note:  Develop education materials at the sixth-grade reading level to ensure the general population will understand the information.  Use this simple readability index calculator to check any text that you may incorporate into your teaching materials.  Just click on the link, and when it opens, copy and paste an example from your written text to reveal the reading level.  You can also use Microsoft Word to assess the reading level of your written content by selecting review, spelling and grammar, readability statistics. 
Do not include:
A description of the disease process
What the client can expect from the disease
Extraneous information; For example: if you are creating a tool for patients who have lung cancer do not include statistics about lung cancer unless it is part of your tool. 
Reading and Resources
Read Chapter 9 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.
Read Ainsley, B., & Brown, A. (2009). The impact of informatics on nursing education: A review of the literature. Journal of Continuing Education in Nursing 40(5) 228-32.   
Play Video
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options
Choose One:
Instructions:
Other media (Prezi, etc.) presentation
8 to 12 slides with speaker notes. Add title and reference slides.
Follow Rules of 7.

Develop a 20-minute video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length. This is a video presentation.
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Introduction
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues.
Preparation
You are encouraged to complete the Managing Change activity. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Scenario
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.
To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.
You may also wish to:
Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
Allow plenty of time to rehearse your presentation.
Recording Equipment Setup and Testing
Check that your recording equipment and software are working properly and that you know how to record and upload your presentation. You may use Kaltura (recommended) or similar software for your audio recording. A reference page is required. However, no PowerPoint presentation is required for this assessment.
If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact ****************************** to request accommodations.
Instructions
Complete the following:
Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.
Note: You are not required to deliver your presentation.
Presentation Format and Length
Create a detailed narrative script for your video presentation, approximately 4–5 pages in length. Include a reference list at the end of the script.
Supporting Evidence
Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.
Grading Requirements
The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues 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.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Provide, for example, drug-specific educational interventions, cultural competence strategies.
Include evidence that you have to support your selected strategies.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Explain the rationale for coordinated care plans based on ethical decision making.
Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
What are the logical implications and consequences of relevant policy provisions?
What evidence do you have to support your conclusions?
Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
Fine tune the presentation to your audience.
Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
Adhere to presentation best practices.
Additional Requirements
Submit both your presentation video and script. The script should include a reference page. See Using Kaltura for more information about uploading multimedia files. You may submit the assessment only once, so be sure that both assessment deliverables are included.
Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.
Context
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
Course Competencies
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.

Citing a scholarly article, provide examples of ways telehealth can be utilized in patient education and engagement in relation to patient education, telehealth education, or health literacy.
Cite possible pros and cons of utilizing telehealth for patient education, taking into consideration access to patient education materials, provider resources, and the provider’s risk of malpractice in the telehealth setting.
Your initial post should include one scholarly article citation printed within the past 5 years. 

Case Scenario
A 76-year -old man is brought to the primary care office by his wife with concerns about his worsening memory. He is a retired lawyer who has recently been getting lost in the neighborhood where he has lived for 35 years. He was recently found wandering and has often been brought home by neighbors. When asked about this, he becomes angry and defensive and states that he was just trying to go to the store and get some bread.
His wife expressed concerns about his ability to make decisions as she came home two days ago to find that he allowed an unknown individual into the home to convince him to buy a home security system which they already have. He has also had trouble dressing himself and balancing his checkbook. At this point, she is considering hiring a day-time caregiver help him with dressing, meals and general supervision why she is at work.
Past Medical History: Gastroesophageal reflux (treated with diet); is negative for hypertension, hyperlipidemia, stroke or head injury or depression
Allergies: No known allergies
Medications: None
Family History
Father deceased at age 78 of decline related to Alzheimer’s disease
Mother deceased at age 80 of natural causes 
No siblings
Social History
Denies smoking
Denies alcohol or recreational drug use 
Retired lawyer
Hobby: Golf at least twice a week
Review of Systems
Constitutional: Denies fatigue or insomnia
HEENT: Denies nasal congestion, rhinorrhea or sore throat.  
Chest: Denies dyspnea or coughing
Heart: Denies chest pain, chest pressure or palpitations.
Lymph: Denies lymph node swelling.
Musculoskeletal: denies falls or loss of balance; denies joint point or swelling
General Physical Exam  
Constitutional: Alert, angry but cooperative
Vital Signs: BP-128/72, T-98.6 F, P-76, RR-20
Wt. 178 lbs., Ht. 6’0″, BMI 24.1
HEENT
Head normocephalic; Pupils equal and reactive to light bilaterally; EOM’s intact
Neck/Lymph Nodes
No abnormalities noted  
Lungs 
Bilateral breath sounds clear throughout lung fields.
Heart 
S1 and S2 regular rate and rhythm, no rubs or murmurs. 
Integumentary System 
Warm, dry and intact. Nail beds pink without clubbing.  
Neurological
Deep tendon reflexes (DTRs): 2/2; muscle tone and strength 5/5; no gait abnormalities; sensation intact bilaterally; no aphasia
Diagnostics
Mini-Mental State Examination (MMSE): Baseline score 12 out of 30 (moderate dementia)
MRI: hippocampal atrophy
Based on the clinical presentation and diagnostic findings, the patient is diagnosed with Alzheimer’s type dementia.
Discussion Questions
Compare and contrast the pathophysiology between Alzheimer’s disease and frontotemporal dementia.
Identify the clinical findings from the case that supports a diagnosis of Alzheimer’s disease.  
Explain one hypothesis that explains the development of Alzheimer’s disease
Discuss the patient’s likely stage of Alzheimer’s disease.

The purpose of the project is to act as transnational sociological educators, bringing necessary
informational practices to the class. Students must examine their personal and professional stances
and philosophies, as well as how they relate to their role in the healthcare system. The project must
include information on healthcare attitudes, treatments, philosophies, responses, grief customs,
etc. specific to a culture.

CASE STUDY: Active Labor: Susan Wong
Mrs. Wong, a first-time mother, is admitted to the birthing suite in early labor after
spontaneous rupture of membranes at home. She is at 38 weeks of gestation with a history of
abnormal alpha-fetoprotein levels at 16 weeks of pregnancy.
She was scheduled for ultrasonography to visualize the fetus to rule out an open spinal defect
or Down syndrome, but never followed through. Mrs. Wong and her husband disagreed about
what to do (keep or terminate the pregnancy) if the ultrasonography indicated a spinal
problem, so they felt they did not want this information.
Reflective Questions
1. As the nurse, what priority data would you collect from this couple to help define
relevant interventions to meet their needs?
2. How can you help this couple if they experience a negative outcome in the birthing
suite? What are your personal views on terminating or continuing a pregnancy with a
risk of a potential anomaly? What factors may influence your views?
3. With the influence of the recent Human Genome Project and the possibility of
predicting open spinal defects earlier in pregnancy, how will maternity care change in
the future

Article Review Question Assignment #3
Review questions for only one article in this folder. Students will answer the questions for 
one chosen article demonstrating synthesis of chapter related content to article review.
Article #3
Peterson-Sweeney, K., McMullen, A., Yoos, H., Kitzmann, H., Halterman, J., Arcoleo, K., & Anson, E. (2007). Impact of asthma education received from health care providers on parental illness representation in childhood asthma. Research in Nursing & Health, 30, 203-212. 
(Chapter 7 includes 10 questions.)