Nursing

Journal: Community Health Promotion Methods
Journal: Community Health Promotion Methods
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Week Five Journal – Competencies
Each week of this course, you will be reviewing and reflecting upon the national competencies for health education specialists. There are seven areas of responsibility that you will review in depth each week through your reflective journal entry.
Visit the (NCHEC) website and download a copy of the . This document is considered “The Bible” for health educators as it shows the competencies that are firmly established as the national standards for the field. All total, there are 258 sub-competencies organized into 36 competencies within seven major areas of responsibility.
For Week Four, you will focus on Area 7: Communicate, Promote, and Advocate for Health, Health Education/Promotion, and the Profession. Area 7 contains four competencies and many sub-competencies, which are listed in the PDF document (from 7.1 to 7.4.11). In your journal this week, review this area in its entirety, and address the following:
Imagine that you are the Senior Health Education Specialist for your community. Describe a pressing health issue in your community (e.g., high smoking rates, high substance abuse, low compliance with the seatbelt laws, significant adult onset diabetes, etc.).
Using your skills (as listed in this competency area), how would you tackle this health issue? In your response, you must apply at least three of the competencies/sub-competencies noted in Area 7 and be specific in how you plan to apply those competencies. Please note that simply stating you would “use No. 7.2.9” is not enough. Explain how and why you would use that sub-competency.
Your journal entry may be a PowerPoint presentation, video, screencast, or a typed document. You will submit your work through Waypoint. No APA formatting is necessary. All presentations must be at least 5 minutes in length. If you use a video or screencast, please make sure you copy the link onto a Word document and then upload the document. This is reflection work and the goal is to critically look at the competencies as well as your insights and beliefs into how they fit into the health educator’s daily routine. There are no right or wrong answers; this is pure personal reflection.

Oregon Death with Dignity Act
Oregon Death with Dignity Act
NUR3826 Ethical and Legal Aspects of Nursing
Week 4 discussion
DQ1
Read the attached ethical situations. Choose one of the case study scenarios and answer the questions that follow it (Autonomy, Euthanasia, Oregon Death with Dignity Act, Assisted Reproduction, Universal Health Care, and Bioterrorism). Consider the nurses role, legal considerations, and the ethical principles involved.
DQ2
Choose the health care setting that most closely correlates with your own place of practice or one you desire to work in.
1. Acute Care Setting
2. Ambulatory and Managed Care Setting
3. Public and Community Health Setting
4. Long-Term Care Setting
5. Research
6. Education
Describe the legal and ethical issues that can arise in your chosen setting and reflect on what you have learned in this course to assist you in your practice.
Oregon
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Current Status
The has been in effect since October 27, 1997. It has worked as intended and without flaws or any evidence of abuse or coercion.
Learn how the works ›
2019 Legislative Session
In the 2019 legislative session, the Oregon legislature approved and Governor Brown on July 23, 2019 signed a bill that eliminates the 15-day waiting period between oral requests for patients who are fewer than 15 days from death. The law goes into effect on January 1, 2020. Learn more about SB 579 ›
Oregon’s Death with Dignity Act has helped to improve end-of-life health care for thousands of Oregonians. We are proud Oregon leads the way in palliative care, hospice care and in providing peace of mind for the terminally ill.
—U.S. Senator Ron Wyden (D-Oregon)
The Oregon Health Authority monitors and enforces compliance with the Act and each February produces an annual report.
Read Oregon Death with Dignity Act Reports ›
History
Oregon voters approved the Death with Dignity Act at the ballot in 1994. In 1997, Oregonians reiterated their support when they defeated a ballot measure aiming to repeal the law. The Act went into into effect shortly thereafter, and implementation began in 1998. Over the 18 years since the law took effect, the State of Oregon reports over 1,500 terminally ill patients have received prescriptions for aid in dying medication, and just under 1,000 used that medication to hasten their deaths.
The Act has withstood multiple attempts to nullify it, both legislatively, in the Oregon legislature and the US Congress, and in federal courts. In 2006, US Supreme Court ruled that Oregon physicians can prescribe life-ending medication under the Act.
Read the complete history of Oregon’s Law ›
Resources and Additional Information
About the Statute and Its Implementation
Full text of the
Annual reports on the usage of the Act (our visual summary of the 2015 and 2016 reports)
Oregon Health Authority’s Public Health Division – provides information about the statute, offers request and compliance forms
Resources for Patients
How to access the Oregon Death with Dignity Act
End of Life Choices Oregon – a nonprofit organization which helps patients navigate the request process of the Oregon Death with Dignity Act.
Form for patients – Request for Medication to End My Life in a Peaceful and Dignified Manner
Resources for Healthcare Providers
Forms for healthcare providers
Attending physician’s compliance form
Attending physician follow-up form
Consulting physician’s compliance form
Psychiatric/psychological consultant’s compliance form
Pharmacy dispensing record

Case Study: Restless Leg Syndrome
Case Study: Restless Leg Syndrome
Question 28 options:
Closed awareness.
Suspected awareness.
Mutual pretense.
Mutual pretense.
Question 29 (5 points) Question 29 Unsaved
When an older adult client is diagnosed with restless leg syndrome (RLS), the nurse is confident that client education on the condition’s contributing factors has been effective when the client states:
Question 29 options:
“A warm bath at night instead of in the morning is my new routine.”
“Eating a banana at breakfast assures me the potassium I need.”
“I’ve cut way back on my caffeinated coffee, teas and sodas.”
“I elevate my legs on a pillow so as to improve circulation.”
Question 30 (5 points) Question 30 Unsaved
State Death with Dignity Laws require that the terminally ill client be:
Question 30 options:
Educated regarding treatment alternatives.
Over the age of 55.
Be supported in their decision by immediate family members.
Eligible for federal support services.
Question 31 (5 points) Question 31 Unsaved
Serious and well controlled research studies on aging have been available:
Question 31 options:
Only in the past 50 years
Since the turn of the 20th century
Following the Great Depression
Since the year 2000
Question 32 (5 points) Question 32 Unsaved
Which activity would a couple in the reorientation phase of their retirement engage in?
Question 32 options:
Establishing a new budget that will allow them to travel to see the grandchildren.
Reading magazines devoted to making decisions about retirement plans.
Looking for ways to ‘fill up the days.’
Volunteering at the local animal shelter.
Question 33 (5 points) Question 33 Unsaved
What factor is an important contribution to polypharmacy in older adults?
Question 33 options:
Inadequate communication among medical care providers.
Implementation of Medicare Part D prescription drug benefit.
Use of generic medications.
Increasing popularity of dietary and herbal supplements.
Question 34 (5 points) Question 34 Unsaved
Which is the most likely reason that Type 2 diabetes mellitus is often difficult to diagnose in older adults?
Question 34 options:
Presenting symptoms occur very quickly.
The disease rarely occurs in older adults.
The classic symptoms may not be present in older adults.
There are no recognizable symptoms; it is a “silent killer.”
Question 35 (5 points) Question 35 Unsaved
An older client in a long-term care facility is receiving an annual physical and is ordered laboratory tests that include a complete blood count, serum electrolytes, and thyroid tests. When the client’s son questions why these tests are being ordered by saying, “Dad is 85 and supposed to be sleepy,” the nurse’s response is based on an understanding that:
Question 35 options:
The healthcare provider ordering the tests needs to explain the rationale to the son.
When conducted annually, all of the tests are helpful in promoting maximum health for older adults in the long-term care setting.
The tests are useful, but only if clinically indicated.
The complete blood count and serum electrolytes are useful screening tests, but the usefulness of the thyroid test should be questioned.
Question 36 (5 points) Question 36 Unsaved
Which reaction to the loss of a spouse or long-term partner is a unique example of older adult male bereavement?
Question 36 options:
Withdrawing from friends and family.
Remarrying within months of the loss.
Focusing on ‘doing’ rather than ‘feeling.’
Experiencing moderate to severe depression.
Question 37 (5 points) Question 37 Unsaved
It is imperative that nursing take a leadership role in providing effective health care across the lifespan and in various health care settings. Which intervention will have the greatest impact on achieving positive outcomes concerning that issue?
Question 37 options:
An acute care facility providing continuing education credits for geriatric nursing in-services.
A baccalaureate degree nursing program including a geriatric care course into the curriculum.
A professional nursing organization provides advanced practice status as a geriatric specialist.
A long-term care facility’s nursing director is a certified geriatric nurse practitioner.
Question 38 (5 points) Question 38 Unsaved
In order to focus on the older population with the greatest risk for suicide the nurse would conduct a depression screening that targets:
Question 38 options:
African-American men.
White men.
White women.
African-American women.
Question 39 (5 points) Question 39 Unsaved
Which outcome regarding the effects of touch on the skin is not supported by current research?
Question 39 options:
Brings about sensory stimulation.
Help relieves physical and psychosocial pain.
Known to reduce anxiety and tension.
Improves skin integrity.
Question 40 (5 points) Question 40 Unsaved
The nurse is caring for a client with a newly diagnosed chronic illness. In answering the client’s questions, the nurse most accurately responds when basing the response on the fact that:

Assignment: Aquifer Case Study
Assignment: Aquifer Case Study
For this assignment, you will complete a Aquifer case study based on the course objectives and weekly content. Aquifer cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the Aquifer case studies to promote the development of clinical reasoning through the use of ongoing assessment and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice.
After you complete the Aquifer case study for the week, please print out the summary of your case session and submit as a PDF file to the Submissions Area. Note that the summary of your case session has your name in the top-right corner. You need to submit this document as evidence that you have completed the case.
The Aquifer assignments are highly interactive and a dynamic way to enhance your learning. Material from the Aquifer cases will be present in the weekly quizzes, the midterm exam, and the final exam. You must have all Aquifer assignments completed in order to successfully pass the course.
Use this link for information on how to access and navigate Aquifer.
This week, complete the case entitled “Case #18: 24-year-old female with headaches – Ms. Payne.”
Submission Details:
Name your document SU_NSG6440_W8_Project1_LastName_FirstInitial.pdf.
Submit your document to the Submissions Area by the due date assigned.
Groundwater and aquifers
A hole dug at the beach is a great way to illustrate the concept of how, below a certain depth, the ground, if it is permeable enough to hold water, is saturated with water. The upper surface of this zone of saturation is called the water table. (Credit: Howard Perlman, USGS)
I hope you appreciate my spending an hour in the blazing sun to dig this hole at the beach. It is a great way to illustrate the concept of how, below a certain depth, the ground, if it is permeable enough to hold water, is saturated with water. The upper surface of this zone of saturation is called the water table. The saturated zone beneath the water table is called an aquifer, and aquifers are huge storehouses of water. What you are looking at in this picture is a “well” that exposes the water table, with an aquifer beneath it. Of course, I am cheating here, as at the beach, the level of the water table is always at the same level as the ocean, which is just below the surface of the beach.
Groundwater is one of our most valuable resources—even though you probably never see it or even realize it is there. As you may have read, most of the void spaces in the rocks below the water table are filled with water. These rocks have different porosity and permeability characteristics, which means that water does not move around the same way in all rocks below ground.
When a water-bearing rock readily transmits water to wells and springs, it is called an aquifer. Wells can be drilled into the aquifers and water can be pumped out. Precipitation ventually adds water (recharge) into the porous rock of the aquifer. The rate of recharge is not the same for all aquifers, though, and that must be considered when pumping water from a well. Pumping too much water too fast draws down the water in the aquifer and eventually causes a well to yield less and less water and even run dry. In fact, pumping your well too much can even cause your neighbor’s well to run dry if you both are pumping from the same aquifer.
Visualizing groundwater
In the diagram below, you can see how the ground below the water table (the blue area) is saturated with water. The “unsaturated zone” above the water table (the gray area) still contains water (after all, plants’ roots live in this area), but it is not totally saturated with water. You can see this in the two drawings at the bottom of the diagram, which show a close-up of how water is stored in between underground rock particles.

Assignment: Building Blocks of Molecules
Assignment: Building Blocks of Molecules
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Matter is anything that occupies space and has mass. It is made up of atoms of different elements. All the 92 elements that occur naturally have unique qualities that allow them to combine in various ways to create compounds or molecules. Atoms, which consist of protons, neutrons, and electrons, are the smallest units of an element that retain all the properties of that element. Electrons can be donated or shared between atoms to create bonds, including ionic, covalent, and hydrogen bonds, as well as van der Waals interactions. Assignment: Building Blocks of Molecules
Water
Water has many properties that are critical to maintaining life. It is polar, allowing for the formation of hydrogen bonds, which allow ions and other polar molecules to dissolve in water. Therefore, water is an excellent solvent. The hydrogen bonds between water molecules give water the ability to hold heat better than many other substances. As the temperature rises, the hydrogen bonds between water continually break and reform, allowing for the overall temperature to remain stable, although increased energy is added to the system. Water’s cohesive forces allow for the property of surface tension. All these unique properties of water are important in the chemistry of living organisms.
The pH of a solution is a measure of the concentration of hydrogen ions in the solution. A solution with a high number of hydrogen ions is acidic and has a low pH value. A solution with a high number of hydroxide ions is basic and has a high pH value. The pH scale ranges from 0 to 14, with a pH of 7 being neutral. Buffers are solutions that moderate pH changes when an acid or base is added to the buffer system. Buffers are important in biological systems because of their ability to maintain constant pH conditions.
Biological Molecules
Living things are carbon-based because carbon plays such a prominent role in the chemistry of living things. The four covalent bonding positions of the carbon atom can give rise to a wide diversity of compounds with many functions, accounting for the importance of carbon in living things. Carbohydrates are a group of macromolecules that are a vital energy source for the cell, provide structural support to many organisms, and can be found on the surface of the cell as receptors or for cell recognition. Carbohydrates are classified as monosaccharides, disaccharides, and polysaccharides, depending on the number of monomers in the molecule.
Lipids are a class of macromolecules that are nonpolar and hydrophobic in nature. Major types include fats and oils, waxes, phospholipids, and steroids. Fats and oils are a stored form of energy and can include triglycerides. Fats and oils are usually made up of fatty acids and glycerol.
Proteins are a class of macromolecules that can perform a diverse range of functions for the cell.
They help in metabolism by providing structural support and by acting as enzymes, carriers, or as hormones. The building blocks of proteins are amino acids. Proteins are organized at four levels: primary, secondary, tertiary, and quaternary. Protein shape and function are intricately linked; any change in shape caused by changes in temperature, pH, or chemical exposure may lead to protein denaturation and a loss of function.
Nucleic acids are molecules made up of repeating units of nucleotides that direct cellular activities such as cell division and protein synthesis. Each nucleotide is made up of a pentose sugar, a nitrogenous base, and a phosphate group. There are two types of nucleic acids: DNA and RNA.
Art Connection Question
1. Figure 3 How many neutrons do (K) potassium-39 and potassium-40 have, respectively?
Review Questions
1. Magnesium has an atomic number of 12. Which of the following statements is true of a neutral magnesium atom?
a. It has 12 protons, 12 electrons, and 12 neutrons.
b. It has 12 protons, 12 electrons, and six neutrons.
c. It has six protons, six electrons, and no neutrons.
d. It has six protons, six electrons, and six neutrons.
2. Which type of bond represents a weak chemical bond?
a. hydrogen bond
b. ionic bond
c. covalent bond
d. polar covalent bond
3. An isotope of sodium (Na) has a mass number of 22. How many neutrons does it have?
a. 11
b. 12
c. 22
d. 44
4. Which of the following statements is not true?
a. Water is polar.
b. Water stabilizes temperature.
c.. Water is essential for life.
d. Water is the most abundant atom in Earth’s atmosphere.
5. Using a pH meter, you find the pH of an unknown solution to be 8.0. How would you describe this solution?
a. weakly acidic
b. strongly acidic
c. weakly basic
d. strongly basic
6. The pH of lemon juice is about 2.0; tomato juice’s pH is about 4.0. Approximately how much of an increase in hydrogen ion concentration is there between tomato juice and lemon juice?
a. 2 times
b. 10 times
c. 100 times
d. 1000 times
7. An example of a monosaccharide is
a. fructose
b. glucose
c. galactose
d. all of the above
8. Cellulose and starch are examples of
a. monosaccharides
b. disaccharides
c. lipids
d. polysaccharides
9. Phospholipids are important components of
a. the plasma membrane of cells
b. the ring structure of steroids
c. the waxy covering on leaves
d. the double bond in hydrocarbon chains
10. The monomers that make up proteins are called .
a. nucleotides
b. disaccharides
c. amino acids

Discuss: Health Information Handout
Discuss: Health Information Handout
One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you.
To prepare:
Select a health issue of interest to you.
Identify the audience or population that you seek to educate about this issue.
Search the Internet to find credible sites containing information about your selected topic.
Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.
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To complete:
Design an educational handout on the health issue you selected.
Include a cover page.
Include an introduction that provides:
An explanation of your issue and why you selected it
A description of the audience you are addressing
In the handout itself:
Develop your handout in such a way that it attracts the attention of the intended audience.
Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).
Recommend four or five sites that provide clear, valuable, and reliable information on the topic.
Note: Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.
This week we will discuss the security of health care records and the protection of patient privacy. You will analyze the nurse’s responsibility to protect patient information and the extent that Health IT has made it easier or more difficult to protect patient privacy. You will comment on any security or ethical issues related to the use of portable devices to store information. You will also assess the strategies your organization uses to safeguard patient information and how these promote a culture of safety. You will describe an area where improvement is needed and one strategy that could address the situation.
NURS 5051/6051: Week 11, Application Assignment Rubric
REQUIRED CONTENT EVALUATION
EXCELLENT
EVALUATION
GOOD
EVALUATION
FAIR
EVALUATION
POOR
SCORE
Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
In the Flyer:
Defines key terms in a way that is appropriate for the target audience.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
Describes the health issue using language appropriate for the audience.
(20 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(19–20 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(15–16 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–14 points)
Provides guidance on how to identify websites and resources with credible information on the issue.
(20 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(19–20 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(15–16 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–14 points)
Recommends 4-5 websites with clear, valuable, and reliable information on the issue.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
Writing used in Introduction
(10 possible points)
Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.
(9–10 points)
Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.
(8 points)
Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).
(7 points)
Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.
(0–6 points)
Writing used in Flyer
(20 possible points)
Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style.
(18–20 points)
Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.
(16–17 points)
Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing.
(14–15 points)
Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.
(0–13 points)
Instructor comments:
Up to 20 points may be deducted for lateness.
Total Score (100 possible points):
points
Required Readings
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 17, “Supporting Consumer Information and Education Needs”This chapter explores health literacy and e-health. The chapter examines a multitude of technology-based approaches to consumer health education.
Chapter 18, “Using Informatics to Promote Community/Population Health”In this chapter, the authors supply an overview of community and population health informatics. The authors explore a variety of informatics tools used to promote community and population health.
Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”The authors of this chapter present strategies for developing a culture of safety using informatics tools. In addition, the chapter analyzes how human factors contribute to errors.
Health literacy: How do your patients rate? (2011). Urology Times, 39(9), 32.
Retrieved from the Walden Library databases.
The authors of this article define health literacy and emphasize its poor rates in the United States. Additionally, the authors recommend numerous websites that offer patient education materials.
Huff, C. (2011). Does your patient really understand? H&HN, 85(10), 34.
Retrieved from the Walden Library databases.
This article defines hospital literacy and highlights the barriers that prevent it from increasing. It also emphasizes the difficulties created by language and financial costs.
The Harvard School of Public Health. (2010). Health literacy studies. Retrieved from http://www.hsph.harvard.edu/healthliteracy
This website provides information and resources related to health literacy. The site details the field of health literacy and also includes research findings, policy reports and initiatives, and practice strategies and tools.
Office of Disease Prevention and Health Promotion (n.d.). Health literacy online. Retrieved June 19, 2012, from http://www.health.gov/healthliteracyonline/
This webpage supplies a guide to writing and designing health websites aimed at increasing health literacy. The guide presents six strategies that should be used when developing health websites.
U.S. Department of Health and Human Services. (n.d.a). Quick guide to health literacy. Retrieved June 19, 2012, from http://www.health.gov/communication/literacy/quickguide/Quickguide.pdf
This article contains an overview of key health literacy concepts and techniques for improving health literacy. The article also includes examples of health literacy best practices and suggestions for improving health literacy.
Required Media
Agency for Healthcare Research and Quality (Executive Producer). (2012a). Interview with Rachelle Toman, M.D. Ph.D. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html
In this interview, Dr. Toman discusses the importance of asking patients questions to ensure they have been able to sufficiently communicate their concerns.
APA FORMAT

Case Study: Correlation & Regression
Case Study: Correlation & Regression
The readings for this week focus on the concepts of correlation and regression. In this discussion we will apply those concepts to the review and critique of Wagenheim & Anderson (2008). For information on how to critique a research article, see the Coughlan et al. (2007) from your resources in Week 1 and UIS (n.d.) from your resources in Week 2.
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In the body of your posting, include an overview of the following topics:
Research question – State the research question for the study.
Methods and study design – Describe the basic methods used, including the variables, sampling methods, data collection, etc.
Data analysis – Summarize the statistical tests conducted, the results obtained from each test, and the conclusions regarding the research question.
Critique – Critique the results of the study, paying specific attention to the appropriateness of the analyses conducted, any biases or assumptions that were made, practical significance of the results, and recommendations for improving upon the study (methods or analyses).
Summary – Provide a brief summary of the study’s findings in 2-3 sentences. Do not use any numbers or statistical terms, but provide a review that would make sense to someone who has not studied research methods or statistics.
Be sure to put information in your own words and to cite appropriately
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Resources
Required Text
Sukal, M. (2013). Research methods: Applying statistics in research. San Diego, CA: Bridgepoint Education, Inc.
Chapter 9: Correlation
Chapter 10: Linear Regression
Carruthers, M. W., Maggard, M. (2012). SmartLab: A Statistics Primer. San Diego, CA: Bridgepoint Education, Inc.
Lesson 3: Charts and Graphs in Statistics
Lesson 9: Correlation and Regression
SMARTLab Tests: The SMARTLab is a self-paced, online basic statistics course designed to prepare you for your graduate courses and graduate research.
Lesson 3: Graphs
Lesson 9: Correlation and Regression
Required References
UIS. (n.d.). How to critique a journal article. Retrieved from
Wagenheim, M., & Anderson, S. (2008). Theme park employee satisfaction and customer orientation. Managing Leisure, 13, 242-257. doi: 10.1080/13606710802200944
Recommended References
American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author.
Consortium for Mathematics and its Applications & Chedd-Angier (Producers). (1989). Against all odds: Inside statistics. Available from l
Cengage Learning (2005). Research Methods Workshops. Available from:
Cengage Learning (2005). Statistics Workshops. Available from:
Easton, V. J., & McColl, J. H. (1997). STEPS: Statistics Glossary v1.1. Retrieved from University of Glasgow Web site: Basic Definitions:
Kahn, J. (n.d.). Reporting statistics in APA style. Retrieved from
Lowry, R. (2011). Chapter 3: Introduction to correlation & regression. In Concepts & applications of inferential statistics. Retrieved from
Neill, J. (2010). University of Canberra. Correlation. Available from:
Online Stat Book (2008). Retrieved from Rice Virtual Lab in Statistics Web site: Components of r:
Online Stat Book (2008). Retrieved from Rice Virtual Lab in Statistics Web site: Regression by Eye:
Online Stat Book (2008). Retrieved from Rice Virtual Lab in Statistics Web site: Regression to the Mean:
Online Stat Book (2008). Retrieved from Rice Virtual Lab in Statistics Web site: Reliability and Regression Analysis:
UCLA (2010). Chapter X: Correlation and regression. In Probability and statistics ebook. Retrieved from:

Assignment: Male Reproductive System
Assignment: Male Reproductive System
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Chapter 16: Renal System and Male reproductive System
1. The activation of angiotensin does which of the following:
a. Vasoconstriction b. Increase the resorption of sodium and water c. Increase blood volume d. Decrease blood volume
2. A 56 year old male presents to the clinic with the following complaints: increased urgency and frequency of urination, fever, malaise. Urinalysis reveals cloudy urine with white blood cells and bacteria present. Which of the following is a likely diagnosis?
a. Benign prostatic hypertrophy b. Chlamydia c. acute bacterial prostatitis d. Prostate cancer
3. A 32-year-old man comes to his physician complaining of frequency, dysuria, and urgency for several days, as well as pain in the perineal region. The digital rectal examination is extremely painful. He most likely has
A. A primary chancre of syphilis in his genital organs B. A bladder infection C. Pyelonephritis D. Kidney stones
E. Acute prostatitis
4. One of the kidneys of an 18-month-old girl is removed because she has had repeated urinary tract infections. The kidney is smaller than normal and contains many cysts. Microscopic examination shows poorly developed and disorganized glomeruli, and tubules and islands of cartilage in the cortex. The renal pelvis, calyces, and proximal ureter are dilated. The other kidney appears entirely normal. This condition is called
A. Potter’s syndrome B. Infantile polycystic kidney disease C. Horseshoe kidney D. Renal agenesis
E. Renal dysplasia
5. Which of the following patients is not at increased risk for developing a urinary tract infection?
A. A 73-year-old, demented man with an indwelling urinary catheter
B. A 25-year-old, recently married woman
C. A 2-year-old boy with ureteral reflux
D. An 82-year-old man with severe prostatic hypertrophy
E. A 70-year-old man with prostatic carcinoma
6. A 56-year-old man has a hard, irregular lump in the posterior lobe of his prostate. Which of the following signs or symptoms would most likely be present?
A. Elevated prostate specific antigen B. Hematuria C. Casts in the urine
D. Urinary frequency E. Dysuria
7. A 69-year-old man presents to the clinician complaining of unilateral flank pain and hematuria for several weeks. He does not have a fever. The physician can palpate a mass in the patient’s right flank. The best way to diagnose this patient’s condition is:
A. Cystoscopy B. Intravenous pyelogram C. Cytologic examination of urine
D. CT scan E. Digital rectal exam
8. The most common causes of dialysis-dependence in the United States are
A. Urinary tract infection and pyelonephritis B. Membranous and mesangial nephropathy due to systemic lupus erythematosus
C. Hypertension and diabetes D. Congenital conditions such as polyceptic kidney disease
E. Various types of renal cell carcinomas

Assignment: Practicum Experience Time
Assignment: Practicum Experience Time
Student Name:
E-mail Address:
Practicum Placement Agency’s Name:
Preceptor’s Name:
Preceptor’s Telephone:
Preceptor’s E-mail Address:
(Continued next page)
Time Log
List the objective(s) met and briefly describe the activities you completed during each time period. If you are not on-site for a specific week, enter “Not on site” for that week in the Total Hours for This Time Frame column. Journal entries are due in Weeks 4, 8, and 11; include your Time Log with all hours logged (for current and previous weeks) each time you submit a journal entry.
You are encouraged to complete your practicum hours on a regular schedule, so you will complete the required hours by the END of WEEK 11.
Time Log
Week Dates Times Total Hours for This Time Frame Activities/Comments Learning Objective(s) Addressed
Total Hours Completed:
Journal Entries
· Include references immediately following the content.
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· Use APA style for your journal entry and references.
© 2012 Laureate Education Inc. 2
© 2014 Laureate Education, Inc. Page 1 of 3
Practicum Experience Time Log and Journal Template
Student Name:
E-mail Address:
Practicum Placement Agency’s Name:
Preceptor’s Name:
Preceptor’s Telephone:
Preceptor’s E-mail Address:
(Continued next page)
Time Log
List the objective(s) met and briefly describe the activities you completed during each time period. If you are not on-site for a specific week, enter “Not on site” for that week in the Total Hours for This Time Frame column. Journal entries are due in Weeks 4, 8, and 11; include your Time Log with all hours logged (for current and previous weeks) each time you submit a journal entry.
You are encouraged to complete your practicum hours on a regular schedule, so you will complete the required hours by the END of WEEK 11.
Time Log
Week Dates Times Total Hours for This Time Frame Activities/Comments Learning Objective(s) Addressed
Total Hours Completed:
Journal Entries
· Include references immediately following the content.
· Use APA style for your journal entry and references.
© 2012 Laureate Education Inc. 2
© 2014 Laureate Education, Inc. Page 1 of 3

Assignment: Systems in Social Work
Assignment: Systems in Social Work
Families are as unique as the individuals who form them. While you may utilize the same or similar techniques, while working with family systems (through the steps in the GIM and related practice skills), it is also important to recognize that each family has its own unique needs and experiences in the world. The empowerment perspective states that an essential aspect of working with individuals and families is to address their feelings of powerlessness and oppression. Empowerment is a process; and one part of that process is to gain an awareness of the oppressive structures evident in our society. Oppression, in the form of racism, sexism, classism, and homophobia, can impact a family’s quality of life and ability to thrive. Empowerment practice includes discussing potential societal barriers that may have contributed to the family’s concerns.
For this Discussion, review this week’s Learning Resources. Select a diverse family system, such as a family with differences in sexual orientation, a family with differences in race or ethnicity, or a family with members who are managing a disability. Then, consider potential barriers they might encounter in society. Finally, think about how a social worker might address one of these barriers on an individual, family, organizational, group, or community level.
A brief description of the diverse family system you selected. Then explain a potential barrier they might encounter in society. Finally, explain one skill a social worker might use to address this barrier on an individual, family, organizational, group, or community level.
Please see the student exemplar that I have posted below as a guide when developing your main post this week.
The family system that I selected is a family with differences in race or ethnicity. There are a variety of factors that play a role when working with a family system with differences in race or ethnicity. It is a social worker’s “responsibility to recognize the importance of difference, including that of color, race, and culture, when working with diverse populations” (Kirst-Ashman & Hull, 2015, p. 387). These differences “directly affect life experiences and access to resources and power” (Kirst-Ashman & Hull, 2015, p. 387). One potential barrier that this family system may encounter in society is being viewed as inadequate or inferior.
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Important skills a social worker may use to address this barrier is engagement and empathy. It is important to be able to connect with and understand clients on many different levels. In this case, it is crucial to engage with a client and understand the diversities they may face and learn about their culture. As a social worker, “empathizing with a family and its situation is important” (Kirst-Ashman & Hull, 2015, p. 388). Overall, being aware of a client’s differences and engaging with them would be beneficial for a social worker.
References
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2015). Understanding generalist practice (6th ed.). Stamford, CT: Cengage Learning.