Category: Nursing

Journaling provides a valuable tool for recording, reflecting on, and reviewing your learning. This approach provides an opportunity for you to “connect the dots” and observe the relationships between and among activities, interactions, and outcomes.
Unlike a personal journal of thoughts and feelings, this leadership journal is a record of your activities, assessments, and learning related to this academic experience.
Journal entries should include a record of the number of hours spent with your nurse leader each week.
Write a journal entry of 750-1,500 words on the subject of purpose, including the following:
Practicum Activities Reflection: Provide observations and thoughts on the activities in your practicum during Weeks 5, 6, & 7.
Application of Leadership: Describe your preceptor’s leadership style. How does it affect the people they lead? Do staff members express feelings of support and helpfulness? Are there examples of dictating rather than leading? Does the leader say or do things designed to “build up” staff, or have you seen missed opportunities?
Practicum Project Preparation: Describe your communication plan for your stakeholders. Who will be notified of what and at what time? What education is needed and for whom?
Leadership Video Reflection: Reflect on at least two things you learned from the “Servant Leadership – Issue of Rule” video.
Use the “Leadership Journal Template,” located in Class Resources, to complete this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Respond to Elizabeth Ann Colley and Samuel Adjei using one or more of the following approaches:
Respond to a colleague whose views differed from yours on whether digital inclusion of broad band access should be added as a key area to the social determinants of health. Expand on your colleagues’ posting by providing additional insights or contrasting perspectives based on the readings.
Respond to a colleague who discussed a different health IT system than you did. Share an insight from having read your colleagues’ posting, synthesizing the readings to provide new perspectives on how the system can impact or be impacted by the social determinants of health.
My Post:
Social Determinants of Health
Digital inclusion or broadband access should be included as a key area to the social determinants of health because the internet is vital for promoting high-quality healthcare outcomes. One of the reasons why digital inclusion or broadband access should be added as a key area to the social determinants of health is that it promotes healthcare access (Benda et al., 2020). Online healthcare resources and telehealth have become important in healthcare accessibility, and lack of digital inclusion and broadband access can prevent individuals, especially from rural areas, from getting high-quality healthcare services. Telemedicine ensures patients can get healthcare assistance through portals, video calls, and wearable devices; hence, it needs to be included as a social determinant of health to promote healthcare access to people living in rural areas (Sharma & Patten, 2022). For example, access to smartphones, tablets, and healthcare applications can help individuals get healthcare services such as consultation and checkups without traveling long distances to healthcare facilities.
Broadband access and digital inclusion should be added to social determinants of health because they help individuals get employment, addressing health disparities due to income difficulties. Today, people study online, requiring an internet connection and digital devices. After completion, graduates search and apply for jobs online, hence earning income sufficient to afford high-quality medical services. After completion of school, students search for jobs online using broadband and digital devices; thus, there is a need for digital literacy and support to access well-paying jobs with healthcare benefits that address health disparities (Sieck et al., 2021). For example, graduates use online job application portals companies provide to apply for jobs using smartphones and computers, hence getting adequate funds to access high-quality healthcare services (Benda et al., 2020). Additionally, broadband access and digital inclusion should be included in social determinants of health because they create social connections, promoting mental health and well-being through easy connections with family, community resources, and friends (HealthIT.gov, 2018).
Mobile health, patient portals, electronic health records, or telehealth can impact social determinants of health by improving access to healthcare, promoting health information, and reducing health disparities (Skiba, 2017). Telemedicine ensures healthcare services can be easily accessible and health disparities are addressed since people can get healthcare services without traveling to healthcare centers, which can lead to poor healthcare outcomes due to discrimination. For example, online consultation through video calls is affordable, and people from low-income backgrounds can access the services and increase healthcare literacy through various online platforms (Benda et al., 2020). On the other hand, social determinants of health impact telehealth by determining affordability and accessibility. Individuals with low income and low literacy levels face difficulties in getting internet and digital devices to access telehealth.

References
Benda, N. C., Veinot, T. C., Sieck, C. J., & Ancker, J. S. (2020). Broadband internet access is a social determinant of health. American Journal of Public Health, 110(8), 1123-1125. https://doi.org/10.2105/AJPH.2020.305784Links to an external site.
HealthIT.gov. (2018c). What is an electronic health record (EHR)? Retrieved from
https://www.healthit.gov/faq/what-electronic-health-record-ehrLinks to an external site.
Sharma, P., & Patten, C. A. (2022). A need for digitally inclusive health care service in the United States: Recommendations for clinicians and health care Permanente Journal, 26(3). https://doi.org/10.7812/TPP/21.156Links to an external site.
Sieck, C. J., Sheon, A., Ancker, J. S., Castek, J., Callahan, B., & Siefer, A. (2021). Digital inclusion as a social determinant of health. NPJ Digital Medicine, 4(1), 52. https://doi.org/10.1038/s41746-021-00413-8Links to an external site.
Skiba, D. (2017). Evaluation tools to appraise social media and mobile. Informatics, 4(3), 32–40.
Elizabeth Ann Colley
I firmly believe that digital inclusion and broadband access should be added as a key area to the social determinants of health. I live in a rural area. Until 6 months ago, satellite internet was the only internet service available in my area. It was so slow that it really didn’t work well enough to use purposefully. There is no way I would have been able to use a telehealth platform or access a patient portal. The cellular service in our area is also poor, so using my cell phone was not an option. This is the reality for more people than you would expect. Consider how many telehealth visits were done during the pandemic. It’s one thing if you can’t stream a movie because the internet is not available to you. It’s wholly different if you cannot access your physician. There were patients falling through the cracks during the pandemic because they did not have access to virtual visits (Sieck et al. 2021).
This problem also comes in the form of digital illiteracy. Several factors contribute to this issue, including age, education, and income. Fortunately, many libraries, community health workers, and healthcare systems are partnering to combat the issue of digital illiteracy. (Benda et al. 2020)
So many benefits come with the ability to utilize digital platforms in healthcare. Telemedicine, for example, enables homebound patients to visit their physician in a less taxing manner. It opens the possibility for patients in rural areas to see providers that they may not be able to travel to see due to distance or cost of travel. Using patient portals and electronic medical records also offers benefits to patients. So, there is a disparity when patients cannot access these benefits. According to Benda et al. (2020), Because disparities affect the health of people and communities, they should be treated as a public health issue. And as Sieck et al. (2021) points out, this particular disparity can potentially affect all of the other social determinants of health.
References
Benda, N. C., Veinot, T. C., Sieck, C. J., & Ancker, J. S. (2020). Broadband internet access is a social determinant of health! American Journal of Public Health, 110(8), 1123–1125. https://doi.org/10.2105/ajph.2020.305784Links to an external site.
Sieck, C. J., Sheon, A., Ancker, J. S., Castek, J., Callahan, B., & Siefer, A. (2021). Digital inclusion as a social determinant of health. npj Digital Medicine, 4(1). https://doi.org/10.1038/s41746-021-00413-8Links to an external site.
Samuel Adjei
In my view, digital inclusion should be added as a key area to the social determinants of health (SDOH). Healthcare, education, economic stability, and the physical environment are some of the examples of SDOH; hence, digital inclusion would make these factors more valuable to society. SDOH is recommended for public health by Healthy People 2030 (CDC and Prevention, 2022). I believe that digital inclusion—particularly internet access—must predict health as healthcare becomes digital. Due to digital inclusion’s rising effect on healthcare services and technology, SDOH should promote digital inclusion.
I believe that fair EHR, mobile, patient portal, and telemedicine can impact and be impacted by SDOH in different ways. Telemedicine has revolutionized rural and underprivileged healthcare (CDC and Prevention, 2022). Patient portals and mobile health applications let consumers manage chronic conditions, see health information, and connect with clinicians. I believe that these tools only allow patients to fully engage in therapy, which in turn lowers health outcomes. EHRs let doctors access, share, and improve patient care by reducing mistakes. Patients require an internet connection to access timely medical information or preventive care, which can complicate treatment continuity and negatively impact patient outcomes, hence the impact of SDOH on these factors. Hence, I believe health literacy and empowerment need digital inclusion (Borg et al., 2019). Insufficient digital participation creates healthcare disparities as internet outages isolate the poor, aged, and rural (Mohtar & Badr, 2022). Digital inclusion in SDOH’s key areas may assist public health programs in accomplishing healthcare system goals and making technology accessible.

References
Borg, K., Boulet, M., Smith, L., & Bragge, P. (2019). Digital inclusion & health communication: a rapid review of the literature. Health communication, 34(11), 1320-1328. https://www.tandfonline.com/doi/abs/10.1080/10410236.2018.1485077Links to an external site.
Centers for Disease Control and Prevention. (2022). Social determinants of health. https://www.cdc.gov/about/sdoh/index.htmlLinks to an external site.
Mohtar, L. N., & Badr, N. G. (2022). Digital Bridge or Tradeoff: Telehealth Adoption and Healthcare Service Quality. A Scoping Review. Sustainable Digital Transformation: Paving the Way Towards Smart Organizations and Societies, 253-268. https://link.springer.com/chapter/10.1007/978-3-031-15770-7_16Links to an external site.
Respond to Elizabeth Ann Colley and Samuel Adjei using one or more of the following approaches:
Respond to a colleague whose views differed from yours on whether digital inclusion of broad band access should be added as a key area to the social determinants of health. Expand on your colleagues’ posting by providing additional insights or contrasting perspectives based on the readings.
Respond to a colleague who discussed a different health IT system than you did. Share an insight from having read your colleagues’ posting, synthesizing the readings to provide new perspectives on how the system can impact or be impacted by the social determinants of health.

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.
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 transcriipt that matches your recorded voice-over. The transcriipt can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.
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.
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, transcriipt, and speaker notes are provided. Audio is clear, organized, and professionally presented.

Concept Map Rubric
Concept Map Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeHealth History
• Health habits are described.
• Health issues are identified.
10 pts
This criterion is linked to a Learning OutcomeDiagnosis
• List of all potential or actual nursing diagnoses with supporting subjective and objective data.
5 pts
This criterion is linked to a Learning OutcomePriority Nursing Diagnosis is identified with rationale.
The nursing diagnosis is correctly stated:
NANDA label, related to (etiology), as evidenced by (defining characteristics)
10 pts
This criterion is linked to a Learning OutcomeShort-term outcome is identified.
5 pts
This criterion is linked to a Learning OutcomeLong-term outcome is identified.
5 pts
This criterion is linked to a Learning OutcomeInterventions
• List three interventions for Priority Nursing Diagnosis
• Interventions are: thorough, concise, specific (what, when, where, how) and individualized to the patient
10 pts
This criterion is linked to a Learning OutcomeRationale for each intervention are identified
10 pts
This criterion is linked to a Learning OutcomeEvaluation
• What will you evaluate?
• When will you evaluate?
• How will you know issue is resolved?
10 pts
This criterion is linked to a Learning OutcomeSources
• Sources are cited using APA format.
• Sources should not be older than 5 years
5 pts
This criterion is linked to a Learning OutcomeFormat
• Typed, correct grammar, spelling, punctuation
10 pts
This criterion is linked to a Learning OutcomeEssay
• Addresses what student thought was the most challenging aspect of conducting a health interview
• Addresses what student would do differently the next time
20 pts
Total Points: 100
I atached the concept map template and assignment instructions and rubric. The assignment MUST be done based on the attachments. For concept map intervention there must be at least three nursing interventions. Nursing 202 written care plan must be at least 3-4 pages.

Please pay attention to Criteron this is the criteria for this assessment. I have also included the completed assessments that are supposed to be built upon assessments 2,3 and 4. I have also included the guiding questions mentioned in the below instructions. I have also included some back information entitled Xerox which is some back information on this project
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Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Prior assessments are included in reference
Once an intervention is planned and implemented it is important to evaluate the degree to which the outcomes of the project were achieved. By evaluating the desired outcomes of an intervention, it is possible to make more informed decisions about opportunities for continuous improvement. It is also possible to identify strategies and approaches that could be useful in improving one’s personal practice in other contexts or care areas.
Preparations
Read Guiding Questions: Evaluation Plan Design [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
What specific piece or pieces of technology did you propose using in your implementation plan?
How did the type of technology you chose impact the development of your implementation plan?
How will the incorporation of the technology you propose make your implementation plan more successful?
Instructions
Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
Your evaluation plan design will be the forth section of your final project submission. The goal for this is to finalize the outcomes that your plan is seeking to achieve and to create a plan to evaluate the degree to which those outcomes would have been achieved if your intervention plan has been implemented. This will allow you to determine the degree to which the plan was successful in addressing the identified need of your target population and setting.
You will also discuss ways in which your role allows you to lead change and drive quality improvement, and to potentially improve the project in the future. In addition, you will reflect on how the project will leave you better prepared for success in other aspects of your current and future career. Provide enough detail so that the faculty member assessing your implementation plan design and discussion will be able to provide substantive feedback that you will be able to incorporate into the final draft of your project.
At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Evaluation Plan Design [DOC]document to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement, your planned intervention, and how you intended to implement your intervention (this should only be a single paragraph).
Reminder: These instructions are an outline. Your heading for this this section should be Evaluation of Plan and not Part 1: Evaluation of Plan.
Part 1: Evaluation of Plan
Define the outcomes that are the goal of an intervention plan.
Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.
Part 2: Discussion
Advocacy
Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.
Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.
Future Steps
Explain how the current project could be improved upon to create a bigger impact in the target population as well as to take advantage of emerging technology and care models to improve outcomes and safety.
Reflection on Leading Change and Improvement
Reflect on how the project has impacted your ability to lead change in personal practice and future leadership positions.
Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into your personal practice to drive quality improvement in other contexts.
Address Generally Throughout
Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.
Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.
Practicum Hours Submission
You have been tracking your completed practicum hours each week using the CORE ELMS. By placing the hours into CORE ELMS, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree.
Submit your CORE ELMS practicum hours tracking log showing a minimum of 20 confirmed hours per assessment. Reminder: Only confirmed hours will be considered for grading.
You will not receive a grade for this assessment without a practicum hours log showing a minimum of 20 confirmed hours for the time period of this assessment. Your faculty will review your hours to date and will contact you if he or she has any questions or concerns.
Additional Requirements
Length of submission: 4–6 double-spaced pages.
Number of resources: 3–6 resources. (You may use resources previously cited in your literature review to contribute to this number. Your final project will require 12–18 unique resources.)
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
Reflect on how the project has impacted one’s ability to lead change in personal practice and future leadership positions.
Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts.
Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.
Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.
Competency 4: Design patient- and population-centered care to improve health outcomes.
Define the outcomes that are the goal of an intervention plan.
Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.
Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
Explain how the current project could be improved upon to create a bigger impact in the target population as well as take advantage of emerging technology and care models to improve outcomes and safety.
Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.
Note: You will also be assessed on two additional criteria unaligned to a course competency:
Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.
Demonstrate completion of hours toward the practicum experience.
See the scoring guide for specific grading criteria related to these additional requirements.

For this assessment, you will create a 5-10 minute video reflection that addresses either an interprofessional collaboration you experienced or a collaboration case study scenario that you imagine you experienced.
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Introduction
Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.
Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.
As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagement
Note: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. Your assessment will reflect on either a professional collaboration you experienced or a collaboration case study scenario that you imagine you experienced.
ReferencesSaunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.
Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.
Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.
Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.Communicate via video with clear sound and light.
The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.
Professional Context
This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a Kaltura video of your reflections, including a discussion of best practices for interprofessional collaboration and leadership strategies, supported by references to the literature.
You may choose to reflect on a collaborative interprofessional project you worked on in your current or former place of practice, or you may choose to imagine that you worked on the collaborative interprofessional scenario presented in the Assessment01Supplement: Collaboration and Leadership Reflection Video [PDF]Download Assessment 01 Supplement: Collaboration and LeadershiReflectionVideo [PDF]resourc

Critically appraise a qualitative and quantitative research design.
Selection of Research Studies: choose and critically appraise two research studies
One qualitative research study in nursing.
One quantitative research study in nursing.
Citation and Mention: Clearly cite and reference both research studies you have selected.
Mention the titles and authors of the chosen studies within your response.
Critique and Analysis: critically appraise each of the selected studies by discussing their:Research objectives and questions.
Methodologies (for qualitative: data collection, analysis, and for quantitative: study design, data analysis).
Strengths and weaknesses.
Contribution to nursing practice and knowledge.
Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources within 5 years. This is submitted through turnitin and AI detector, therefore requires less than 20% plagiarism.

In the context of your current work environment, explore innovative strategies that professional nurses can employ to champion the integration of nursing theory into practice, enhancing the quality of patient care. Consider how leveraging evidence-based practices, fostering interdisciplinary collaboration, and utilizing technology can advance the application of nursing theory as a framework for delivering high-quality care in today’s dynamic healthcare settings.
Initial Post Screening Instructions:Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources.
Submit your initial post as a Word document to this assignment.
Black, B. P. (2023). Professional Nursing Concepts and Challenges (10th ed.). Elsevier.
National Academies of Sciences, Engineering, and Medicine. (2021). The future of nursing 2020-2030: Charting a path to achieve health equity. The National Academies Press. https://doi.org/10.17226/25982.
The Future of Nursing 2020-2030: Charting a Path to Achieve Health EquityLinks to an external site.
Institute of Medicine of the National Academies. (2010). The future of nursing: leading change, advancing health [report brief]. https://nap.nationalacademies.org/resource/12956/F…
The Future of Nursing: Leading Change, Advancing HealthLinks to an external site.
WatchNational Academy of Medicine. (2021, May 12). Report release webinar: the future of nursing 2020-2030 [Video]. YouTube.
Report Release Webinar: The Future of Nursing 2020-2030 (1:33:35)Links to an external site.
NASEM Health and Medicine Division. (2013, December 12). Back to the future of nursing: A look ahead based on a landmark IOM report [Video]. YouTube.
Back to The Future of Nursing: A Look Ahead Based on a Landmark IOM Report (2:10:46)Links to an external site.
Mullan Institute for Health Workforce Equity. (2016, February 19). The IOM graduate medical education report (10.09.14) [Video]. YouTube.
The IOM Graduate Medical Education Report (10.09.14) (43:02)Links to an external site.

Complete a systematic evaluation of a unit, facility, or organization with which you are familiar, in an attempt to identify the need to address the economic health care issue.
Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriiptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.
Overall, you will be assessed on the following criteria:
Summarize your chosen economic issue and its impact on your work, organization, colleagues, and community.
Reiterate your rationale for pursuing this issue, as well as the gap contributing to it that you identified in your previous assessment.
Identify any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.
Use at least one piece of evidence to support this disparity (public health data, aggregated data from an organization, or other scholarly resources).
Explain the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.
For example, if your implementation plan includes the need for increased staffing, you might want to research errors or patient falls that occurred as a result of high patient and low staff ratio in the literature.
Use at least four evidence-based or scholarly sources that are relevant to your chosen topic to support your explanation.
Explain the predicted outcomes and opportunities for growth as the result of the proposed change or implementation plan.
Outcomes and opportunities for growth should focus on economic considerations.
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
Additional Requirements
Length of Submission: 3–5 double-spaced pages.
Number of References: Cite at least four sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.
APA formatting: Titles, headings, resources, and citations are formatted according to the current APA style.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.
Summarize the chosen economic issue and its impact on your work, organization, colleagues, and community.
Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.
Identify any socioeconomic or diversity disparities that exist with how your chosen economic issue impacts any particular groups or populations.
Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.
Explain the findings of evidence-based or scholarly sources regarding the need to address your chosen issue and pursue potential change or implementation plans.
Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization’s resources and its ability to provide quality care.
Explain the predicted outcomes and opportunities for growth as the result of the proposed change or implementation plan.
Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Please read discussion number one, which is written by the student, and provide a response (75-100 words). Cited per APA (7th ed) comparing the nursing protocols discussed in discussion number one to the nursing protocol in discussion number two (discussion number two is written by me). Ensure that your cultivated responses are complete and rationale is provided from text or other scholarly resources.
So, basically, you are comparing two discussions. The first one is written by the student Jess, which is the main one, and the second one is mine. Please only use references from the last five years only. I attached the rubric as well.
Discussion number one:
Suicide Prevention Policy:
In my current workplace, an internal medicine office, we do not have as many nursing protocols as you would find in an acute setting. One protocol that we, unfortunately, use quite often is the suicide prevention policy and procedure. In brief, all patients who visit the office are screened for depression using a screening tool called the PHQ2/9. If they have had thoughts of harming themselves, we then use the suicide prevention protocol. Going forward with the visit the patient is not left alone in the exam room and the provider is notified through EPIC chat. Once the provider arrives the nurse may exit. The provider completes their own assessment and screening tool to determine their risk level. Mobile crisis may be called based on the outcome of this assessment.
The suicide prevention policy is lengthy, 18 pages, but outlines procedures for acute and sub-acute care as well as medical offices. The policy was created using several resources including the Joint Commission Standards BoosterPak for Suicide Risk, and the Sentinel Event Alert Issue 56: Detecting and Treating Suicide Ideation in All Settings. Interestingly enough, I could not access the actual reference listed in the policy for the joint commission publication, but it is from 2013. However, the joint commission does have a great deal of information about suicide prevention on their website including tool kits and safety planning videos (The Joint Commission, 2024). The other resource, Detecting and Treating Suicide Ideation in All Settings, is also published by the joint commission and reviews risk factors for suicide, methods for recognizing individuals at risk, and recommendations for actions when treating these patients (Collander, 2016).
While our policy seems comprehensive and was written using credible resources, it only goes so far in protecting patients in an outpatient setting. Unfortunately, the lack of mental healthcare services in the community presents a huge barrier when trying to support severely depressed individuals.
References
Collander, T. (2016). Detecting and treating suicide ideation in all settings. The Joint Commission. Retrieved from https://www.jointcommission.org/-/media/tjc/documents/resources/webinar-replays/webinar_slides_detecting_treating_suicide_settings_collanderpdf.pdf
The Joint Commission. (2024). Suicide prevention. Retrieved October 22, 2024, from https://www.jointcommission.org/resources/patient-safety-topics/suicide-prevention/
Discussion number two:
Chronic Care Management Protocol:
The nursing protocol I have recently worked with is Chronic Care Management (CCM). It is a Medicare-sponsored virtual care program for patients with chronic conditions. Implemented in a primary care office, the program promises continuous, remote care and lets patients monitor and manage their home health. The main aim of the CCM is to ensure that patients acquire regular care and supervision to help prevent their condition from worsening (Tandan et al., 2024).
A dedicated virtual care team allows patients to access CCM anytime, anywhere, without appointments or office visits (Dufour et al., 2023). The team coordinates cross-provider care to achieve the patient’s health goals. CCM helps patients avoid serious health events like emergency department visits or falls by engaging patients via regular, coordinated check-ins and communication. It also intends to lower long-term healthcare bill costs by addressing such issues before they become problematic.
Medicare guidelines and evidence-based practices in chronic disease management underline the development of the CCM protocol (Gibbs et al., 2021). The informed consent form explains the personalization of care and coordinated support. CCM builds on focusing on patients’ health and quality of life and helps people manage their condition effectively. The program’s structure provides an opportunity to continue interacting with healthcare providers, resulting in improved health outcomes and increased effectiveness in chronic care.
References
Dufour, E., Bolduc, J., Leclerc-Loiselle, J., Charette, M., Dufour, I., Roy, D., … & Duhoux, A. (2023). Examining nursing processes in primary care settings using the Chronic Care Model: an umbrella review. BMC Primary Care, 24(1), 176.
Gibbs, J. F., Guarnieri, E., Chu, Q. D., Murdoch, K., & Asif, A. (2021). Value-based chronic care model approach for vulnerable older patients with multiple chronic conditions. Journal of Gastrointestinal Oncology, 12(Suppl 2), S324.
Tandan, M., Dunlea, S., Cullen, W., & Bury, G. (2024). Teamwork and its impact on chronic disease clinical outcomes in primary care: a systematic review and meta-analysis. Public Health, 229, 88-115.