Category: Nursing

This assignment is designed for the student to examine the antecedents, attributes, and consequences of a selected concept. The student will explore a concept, and then analyze the concept using Steps from Wilson’s Concept Analysis Walker & Avant, 2019, p.170).
The body of the paper should not exceed 10 pages. Points will be deducted for exceeding the page limit. Succinct expression of ideas is a critical skill.
Grading is according to the Grading Rubric for Written Assignments found in the first content section of the course in D2L. 
Follow these steps while completing the project (capitalized words are your headers):
No header for the introduction – Introduction (do not include an abstract)
CONCEPT RELEVANT TO NURSING -Select a concept relevant to nursing. Describe very specifically why and how it is relevant to nursing.
LITERATURE REVIEW – Identify specific uses of the concept in the practice setting (Literature Review)
ATTRIBUTES, ANTECEDENTS AND CONSEQUENCES- Determine the concept’s defining attributes, antecedents, and consequences.
ATTRIBUTES, ANTECEDENTS and CONSEQUENCES USED IN PRACTICE – Tie the concept’s attributes, antecedents, and consequences to actual practice activities.
MODEL CASE – Present a case example (Model Case)
LIMITATIONS- Discuss limitations to use your selected concept in practice.
CONCLUSION- Conclusion will include future aims for nursing research, practice and education
I want you to use the Professional Paper Outline- no abstract and no running heads. Use the capitalized words as your headers.
*******THIS IS FOR YOUR REFERENCE HERE IS THE LIST OF WALKER AND AVANTS STEPS REGARDING CONCEPT ANALYSIS************ PLEASE REACH OUT IF YOU HAVE QUESTIONS
Select a concept.
Determine the aims or purposes of analysis or “Why am I doing this analysis?”
Identify all the uses of the concept possible.
Determine the defining attributes.
Identify model case.
Identify borderline, related, contrary, invented, and illegitimate case.
Identify antecedents and consequences.

General Instructions
Download the neurotransmitter table and complete the required information using the template.
Include the following sections (detailed criteria listed below and in the grading rubric)
For each neurotransmitter and receptor type, complete the following columns:Location/function/effects/symptoms of excess or deficit
Distribution
Drug classes that target this neurotransmitter or receptor
All neurotransmitters and receptor types: Specific medications that target this neurotransmitter or receptor

Hallmark Assignment: Concept Maps
Start Assignment
Due Sunday by 11:59pm
Points 30
Submitting a file upload
This component of the Hallmark Assignment objectives include:
Research and complete concept maps of interrelated concepts that will be featured in the OMS scenario.
This week you will research, complete, and upload to Canvas 3 concept maps Download concept maps. A deeper understanding of these concepts and exemplars will help improve your performance when you complete the scenario for the second time. The concept maps are labeled with the concepts and exemplars: Glucose Regulation, Perfusion, and Clinical Judgment.
Assignment Instructions:
For the glucose regulation and perfusion concept maps:
For each box, consider adding the following information to BOTH clinical judgment maps to earn full points. 
Pathophysiology: What is the underlying pathophysiology for the given exemplars?
Recognize Cues: Consider signs and symptoms, lab work, patient statements, H&P, and others. Include subjective and objective data.
Generate Solutions: What are the desirable outcomes? List SMART goals.
Take action: How should the intervention(s) be performed, requested, communicated, taught, etc.?
Evaluating Outcomes: What signs will point to improving/declining/unchanged status?
For the final concept map, research the assessments and tests used in the OMS scenario. Why is each of these applicable to the pregnant client?
Use bullet-points in a concept map. This is not a formal writing assignment, but you still must give credit to your sources at the bottom of the map(s). Use APA 7th edition format for your references. Please visit the Writing Center if you need assistance.
Rubric
300 level Hallmark rubric: Concept maps
300 level Hallmark rubric: Concept maps
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Pathophysiology
5 pts
Full Marks
Pathophysiology is accurate and complete on both clinical judgment model concept maps for Type 2 Diabetes Mellitus and gestational hypertension. There is clear identification of the cellular or functional processes of both diseases.
2.5 pts
Partial Marks
Pathophysiology is accurate but missing key points for one or both of the concept maps.
0 pts
No Marks
Pathophysiology is missing in one or both concept maps, or the information documented is inaccurate.
5 pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Recognize cues
5 pts
Full Marks
A minimum of six (6) signs and symptoms are identified that would be specific to the patient with each of the disease exemplars (Type 2 Diabetes Mellitus and gestational hypertension). Consider objective and subjective data.
2.5 pts
Partial Marks
Three (3) to five (5) signs and symptoms are identified that would be specific to the patient with each of the disease exemplars (Type 2 Diabetes Mellitus and gestational hypertension).
0 pts
No Marks
Zero (0) to two (2) signs and symptoms are identified that would be specific to the patient with each of the disease exemplars (Type 2 Diabetes Mellitus and gestational hypertension). Also choose this section if signs and symptoms identified for either map are inaccurate.
5 pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Generate solutions
5 pts
Full Marks
Identify a minimum of 3 desirable health goals for clients with both Type 2 Diabetes Mellitus and gestational hypertension. Goals should be in the SMART format.
2.5 pts
Partial Marks
One (1) or two (2) desirable health goals were identified for clients with both Type 2 Diabetes Mellitus and gestational hypertension. Goals are listed in the SMART format.
0 pts
No Marks
Zero (0) health goals were identified on one of both maps. Also choose this section if any goals are not listed in SMART format.
5 pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Take action
5 pts
Full Marks
Describe a minimum of six (6) nursing interventions appropriate for clients with each Type 2 Diabetes Mellitus and gestational hypertension. Define how each interventions would be performed, requested, communicated, taught, etc.
2.5 pts
Partial Marks
Describe three (3) to five (5) nursing interventions appropriate for clients with each disease process (Type 2 Diabetes Mellitus and gestational hypertension). Learner will define how each intervention would be performed, requested, communicated, taught, etc.
0 pts
No Marks
Zero (0) to two (2) nursing interventions appropriate for each disease process is identified. Descriptions of how any intervention would be performed, requested, communicated, taught, etc. is missing or contains actions that would be detrimental to the health of the client.
5 pts
This criterion is linked to a Learning OutcomeFor the clinical judgment model concept maps (glucose regulation and perfusion):
Evaluate outcomes
5 pts
Full Marks
Describe how the nurse will determine if the nursing interventions in the ‘Take Action’ section for both Type 2 Diabetes Mellitus and gestational hypertension will be evaluated to determine their effectiveness. What signs would point to improving/declining/unchanged health status?
2.5 pts
Partial Marks
The learner is not able to describe how to evaluate interventions in one or both concept maps.
0 pts
No Marks
This information is missing from one or both maps OR the evaluation criteria is inaccurate.
5 pts
This criterion is linked to a Learning OutcomeFor the assessment/test map:
Fetal monitoring, Leopold’s Maneuver, urinalysis, blood glucose testing, and medical/OB history
3 pts
Full Marks
Describe how each assessment or test would be performed on a pregnant client. Learner will provide rationale for performing each item as well as briefly discuss the desired outcomes for each assessment/test.
2 pts
Partial Marks
All sections are complete but key points are missing. Rationales or desired outcomes for each item is incomplete.
0 pts
No Marks
One or more sections is left blank OR the information in one or more section is inaccurate.
3 pts
This criterion is linked to a Learning OutcomeAPA 7th edition format
2 pts
Full Marks
Reference(s) is/are cited from a textbook or peer-reviewed medical journal per APA guidelines. Sources are less than 5 years old.
1 pts
Partial Marks
Reference(s) is/are cited from a textbook or peer-reviewed medical journal. Sources are outdated, but an attempt to follow APA guidelines is made.
0 pts
No Marks
References are missing, or no attempt to follow APA guidelines was made.
2 pts
Total Points: 30
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Go to Dollar Street. (https://www.gapminder.org/dollar-street)
Select a Family. You can select and search where they live (select countries in Africa, Asia, Europe, and The Americas) and by income per month. 
Explore the photos and information about this Family.
Write your initial post   
Through a primary care nurse’s lens, summarize what you learned about the family and your concerns, including the possible health needs surrounding the social determinants of health. 
Discuss at least three strategies and interventions the primary care nurse can provide that will promote wellness, health promotion, and disease prevention for members of this family. One intervention must either be from the Healthy People 2030 Evidence-Based Resources. (https://health.gov/healthypeople/tools-action/browse-evidence-based-resources#health-behaviors)  or the Center for Disease Control’s Promoting Health for Adults. (https://www.cdc.gov/nccdphp/divisions-offices/about-the-division-of-population-health.html)
Provide in-text citations and APA references from a reliable source for all the interventions you discuss, as all nursing practice must be evidence-based, source must be within the last 8 years.

For this Discussion, you will take on the role of a clinician who is building a health history for one of the following cases. For CASE #3
Answer the following questions for Case #3 ONLY:
Discuss the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient you selected.
Describe the Subjective, Objective, Assessment, Planning (S.O.A.P.) approach for documenting patient data and explain what they are.
Discuss the functional anatomy and physiology of a psychiatric mental health patient. Which key concepts must a nurse know in order to assess specific functions?
Submission Instructions:
Your initial post should be at least 550 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) All replies must be constructive and use literature where possible.

The United States boasts the world’s most diverse population, and the Rio Grande Valley is catching up in this aspect. This cultural, ethnolinguistic, and racial diversity has significant implications for nursing practice. Please discuss the importance of cultural competence in nursing practice, with special emphasis on religious perspectives. Additionally, please share an example of a personal experience where you integrated the spiritual health of a patient.
The minimum word count for an original post is 175, while the minimum for a response is 75.
Please reply to at least one other student and cite at least two (2) sources.
FYI,  blogs are not acceptable sources. When looking for sources, take advantage of the ProQuest Online Library or Google Scholar. Only one of your sources can be a textbook.
Please make sure is  Apa format  and check 2 in text citation make sure they are correct please .

ARTICLE TO USE: https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-023-01684-0 
1)     Include the following sections.
a.      Introduction – 20 points/13%
•       Clearly establishes the purpose of the paper
•       Includes key points to be
covered
•      
Captures the reader’s
interest
b.     Body of Paper – 60 points/40%
•       Complete, well-developed discussion of key points
•       Supports
the purpose or main idea of the paper
•       Logical development of ideas with clear and accurate information
•       Ideas
and statements are supported by three or more examples from personal and/or professional experiences
•       Provides
own perspectives on the topic
that is reflective, insightful, and original
c.      Conclusion – 30 points/20%
•      
Clear and concise
•       Summarizes key points discussed in the paper
•      
Leaves a strong impression, message, or idea on the reader

reflective essay attached is the PDF book needed for this assignment we need to reflect on chapter 10 Supporting the Health and Professional Well-Being of Nurses please find 2 other sources if not I can submit it later

Nursing is a profession that encapsulates the essence of compassion, resilience, and dedication. It is a field that offers the unique opportunity to make a profound difference in people’s lives, providing care and comfort during their most vulnerable moments. My dream job as a nurse is not just a career choice but a calling driven by a deep-seated desire to help others, combined with a fascination for medical science and a commitment to lifelong learning.
The inspiration to pursue nursing as a career stems from a combination of personal experiences and intrinsic motivations. Witnessing the compassionate care provided to a family member during a critical illness left an indelible mark on me. The nurses’ ability to provide not only medical care but also emotional support to my family ignited a passion within me. Their empathy, patience, and professionalism were exemplary, and I aspired to embody these qualities.
Moreover, volunteering at a local hospital during high school further solidified my decision. The experience allowed me to observe nurses in action, from handling emergencies in the ER to providing routine care in various departments. Each interaction reaffirmed my belief that nursing was the path for me. The joy of seeing patients recover, the gratitude expressed by families, and the sense of fulfillment in being part of a healing process were unmatched.
A career in nursing requires a robust educational foundation, encompassing both theoretical knowledge and practical skills. I am currently pursuing a Proficiency Certificate Level of Nursing (PCL), which provides a comprehensive curriculum covering anatomy, physiology, pharmacology, and patient care. The program also includes clinical rotations in diverse healthcare settings, ensuring that we gain hands-on experience.
In addition to the core subjects, the PCL program emphasizes critical thinking, communication, and leadership skills. These are essential for adapting to the fast-paced and often unpredictable nature of healthcare environments. Furthermore, nursing education fosters a culture of continuous learning and professional development. This is crucial in a field where medical advancements and best practices are constantly evolving.
My dream job as a nurse would be in a specialized field where I can combine my interests and skills to provide the best care possible. I am particularly drawn to Critical Care nursing. Working with Critically ill patients and their families is incredibly rewarding. It requires a unique blend of clinical expertise and the ability to connect with patients on their level, offering reassurance and creating a positive healthcare experience.
Alternatively, I am also fascinated for doing BSC nursing and involve in critical care areas beacuse, the fast-paced environment of the Intensive Care Unit (ICU) challenges nurses to be at their best, utilizing advanced medical technologies and making quick, life-saving decisions. The intensity and complexity of critical care nursing demand a high level of competence and resilience, qualities that I am eager to develop and demonstrate.
The impact of nursing extends beyond the individual patient to the broader community and healthcare system. Nurses are advocates for health promotion and disease prevention, educators for patients and families, and collaborators with other healthcare professionals to improve patient outcomes. In my dream job, I envision myself not only providing direct patient care but also engaging in community outreach programs, health education initiatives, and contributing to research that advances nursing practice.
A career in nursing offers immense opportunities for personal and professional growth. It is a journey that continuously challenges and rewards. As a nurse, I will have the chance to develop specialized skills, pursue advanced certifications, and even explore roles in healthcare administration, education, or research. Each step will be a testament to my commitment to excellence in patient care and my dedication to the nursing profession.
In conclusion, my dream job as a nurse is driven by a passion for helping others, inspired by personal experiences, and supported by a solid educational foundation. Whether working with accendial cases in emergency department or tackling the challenges of critical care, I am committed to making a positive impact on my patients’ lives. Nursing is more than a job; it is a vocation that embodies the principles of compassion, dedication, and lifelong learning. Through this profession, I aspire to contribute to the well-being of individuals and the advancement of healthcare as a whole.

Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop and record a 10–12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the local system, city officials, and the disaster relief team.
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Professional Context
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).
Preparation
When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to reduce health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
In this assessment, you will assume the role of the senior nurse at a regional hospital who has been assigned to develop a disaster recovery plan for the community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.
Review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF] resource.
You are also encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Begin thinking about:
Community needs.
Resources, personnel, budget, and community makeup.
People accountable for implementation of the disaster recovery plan.
Healthy People 2020 goals and 2030 objectives.
A timeline for the recovery effort.
You may also wish to:
Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Plan to lessen health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
Track community progress.
Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Note: Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact ****************************** to request accommodations.
Note: Complete the assessments in this course in the order in which they are presented.
Instructions
First, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF] resource.
Then complete the following:
Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.
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 2020 goals and 2030 objectives.
Include a timeline for the recovery effort.
Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
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.
Include in your plan the equitable allocation of services for the diverse community.
Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. 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.
Plan to reduce health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
Track and trace-map community progress.
Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
Describe the plan for contact tracing during the disaster and recovery phase.
Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF] resource for city officials and the disaster relief team. Be sure to also include speaker notes.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
Be sure that your slide deck includes the following slides:
Title slide.
Recovery plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.
The following resources will help you create and deliver an effective presentation:
Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
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 within the community.
Explain how health and governmental policy impact disaster recovery efforts.
Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
Include evidence to support your strategies.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Develop your presentation with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Additional Requirements
Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
Competencies Measured
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 health care 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.
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 with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented