Nursing

Potential Impact of White Privilege
Potential Impact of White Privilege
Explain the potential impact of white privilege on clients from both dominant and minority groups (consider impact of both positive and negative stereotypes).
Explain how intersecting identities might impact an individual’s experience (for example, race/ethnicity and gender, race/ethnicity and class, race/ethnicity and ability, race/ethnicity and sexual orientation, race/ethnicity and class).
Providing specific examples, explain how a social worker might utilize cultural strengths when working with clients.
Describe 2-3 social work skills and how a social worker might use them to engage in anti-oppressive work.
Permalink:
Support ideas in paper with at least 2-3 course resources (please reference specific chapters, not the entire textbook)
Resources
Bent-Goodley, T., Snell, C. L., & Carlton-LaNey, I. (2017). Black perspectives and social work practice. Journal of Human Behavior in the Social Environment, 27(1-2), 27-35.
Johnston-Goodstar, K. (2013). Indigenous youth participatory action research: Re-visioning social justice for social work with indigenous youths. Social Work, 58(4), 314-320.
McDermott, M., & Samson, F. L. (2005). White racial and ethnic identity in the United States. Annual Review of Sociology, 31, 245-261.
Explain the potential impact of white privilege on clients from both dominant and minority groups (consider impact of both positive and negative stereotypes).
Explain how intersecting identities might impact an individual’s experience (for example, race/ethnicity and gender, race/ethnicity and class, race/ethnicity and ability, race/ethnicity and sexual orientation, race/ethnicity and class).
Providing specific examples, explain how a social worker might utilize cultural strengths when working with clients.
Describe 2-3 social work skills and how a social worker might use them to engage in anti-oppressive work.
Support ideas in paper with at least 2-3 course resources (please reference specific chapters, not the entire textbook)
Resources
Bent-Goodley, T., Snell, C. L., & Carlton-LaNey, I. (2017). Black perspectives and social work practice. Journal of Human Behavior in the Social Environment, 27(1-2), 27-35.
Johnston-Goodstar, K. (2013). Indigenous youth participatory action research: Re-visioning social justice for social work with indigenous youths. Social Work, 58(4), 314-320.
McDermott, M., & Samson, F. L. (2005). White racial and ethnic identity in the United States. Annual Review of Sociology, 31, 245-261.

Nursing Article and Statistical Analysis
Nursing Article and Statistical Analysis
Nursing Article and Statistical Analysis Discussion
Nursing Article and Statistical Analysis Discussion
Nursing Article and Statistical Analysis
Question Description
I’m working on a Nursing question and need guidance to help me study.
Please read Dr. Jan Forren’s study article and thoroughly answer the questions below.
1. List the article in APA format
2. Summarize the study
3. What is the study purpose?
4. Discuss the prevalence and severity of the problem?
5. Was a theoretical framework used and if so what was it?
6. Is there a need for future research on this health problem and if so, how is this described?
7. What statistical analysis were applied to the study?
8. Were there any limitations to this study? If so, what were the limitations?
Rubric
Nurse Researcher’s Study Article
Nurse Researcher’s Study Article
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeArticle APA Format
0.5 pts
Satisfactory: Article is submitted in APA format
0.0 pts
Needs Improvement: Article is not submitted in APA format
0.5 pts
This criterion is linked to a Learning OutcomeSummarize the Study
1.0 pts
Satisfactory: The study was thoroughly summarized.
0.0 pts
Needs Improvement: The study was not thoroughly summarized.
1.0 pts
This criterion is linked to a Learning OutcomeStudy Purpose
1.0 pts
Satisfactory: The study purpose was thoroughly described.
0.0 pts
Rating Description
0.0 pts
The study purpose is not thoroughly described.
1.0 pts
This criterion is linked to a Learning OutcomePrevalence of the Problem
0.5 pts
Satisfactory: Thoroughly discuss the prevalence and severity of the problem.
0.0 pts
Needs Improvement: The prevelance and severity of the problem was not thoroughly discussed.
0.5 pts
This criterion is linked to a Learning OutcomeTheoretical Framework
0.5 pts
Satisfactory: It is discussed whether a framework was used and if so what was the framework used
0.0 pts
Needs Improvement: Theoretical Framework was not answered
0.5 pts
This criterion is linked to a Learning OutcomeFuture Research
0.5 pts
Satisfactory: Whether future research is needed and if it is clearly described is documented.
0.0 pts
Needs Improvement: Whether future research is needed and if it is clearly described is not documented.
0.5 pts
This criterion is linked to a Learning OutcomeStatistical Analysis
0.5 pts
Statistical analysis used were discussed.
0.0 pts
Statistical analysis were not discussed.
0.5 pts
This criterion is linked to a Learning OutcomeLimitations
0.5 pts
It was discussed whether there were limitations in the study and if there were any limitations, they were listed.
0.0 pts
Study limitations were not discussed.
0.5 pts
Total Points: 5.0
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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Assignment: High Altitude Adaptation
Assignment: High Altitude Adaptation
Permalink:
High Altitude Adaptation, Co-evolution, and Rodenticides in Ludwigschafen”
For your primary post, please respond to one of the following three topics with a post of at least 125 words that addresses each point given in the instructions. Also, please reply to at least one fellow student on any topic.
Topic 1
: High Altitude Adaptation. In the recorded interview (1)*, Emilia Huerta-Sanchez describes some research her team conducted. Watch the video, then address the following issues:
(a) What data did they collect, who did they collect it from, and what were they looking for?
(b) Which gene was implicated as a gene associated with high altitude adaptation, and what does it do?
(c) Why do they think that the high incidence of this gene in populations who live at high altitudes is due to natural selection?
Topic 2 [reading]: Co-evolution of rattlesnakes and squirrels. Read at least one of the following articles (2)* and/or (3)*, and then address the following issues:
(a) How do squirrels adapt to rattlesnake venom?
(b) How do rattlesnakes adapt to squirrel’s defenses against rattlesnake venom?
(c) What do the results of this research tell us about evolution?
Topic 3 [reading]; Resistance to Rodenticides in Wild Rat Populations. Refer to the ‘Digging into Data’ box on page 216 of the textbook. Review the situation and the address the following:
(a) In which town do you think that past application of the rodenticide bromadialonewas most intensive? Explain.
(b) Suppose that a group of rodenticide-resistant rats hitches a ride on a grain truck from Olfen to Ludwigshafen, where they start to breed with the Ludwigshafen rats. Which of the following concepts (genetic drift, gene flow or founder effect) is most applicable to this situation?
(c) Make a prediction about the future status ofrodenticide resistance inLudwigshafen after the hitchhiker rats from Olfenarrive. Explain.
*References (in Strayer Writing Standards format).
NESCent, October 2010. High Altitude Adaptation,
May 18, 2016. How is rattlesnake venom like fine wine? Both have regional varieties,
Sarah Kaplan, May 20, 2016. Snake venom evolved to kill specific squirrels with shocking precision. The Washington Post. Retrieved from

Assignment: LASA1 Promoting Cognitive
Assignment: LASA1 Promoting Cognitive Development
Permalink:
As you have learned in your readings, Piaget, Erikson, Skinner, and Vygotsky took different approaches to child development. One’s theoretical perspective influences approaches to child development. The Jacksons are a young couple living in Centervale. They have approached Keith, the child development consultant, for advice on how to promote and nurture the cognitive development of their preschooler Jasmine.
Watch the following video to learn more about the similarities and differences of developmental theories. Study of the Child: Theories of Development I, produced by & (Learning Seed, 1997), 29:02 minsobtained from Alexander Street Press Education in Video from AUO Library.
Compare and contrast the approaches of each of the four perspectives (Piaget, Erikson, Skinner, and Vygotsky).
Explain how each theorist would approach the issue of cognitive development in early childhood. Describe how Keith’s advice to Jasmine’s parents might vary depending on his theoretical perspective.
What role would society and family play in Jasmine’s cognitive development at this stage of development? What cultural, psychosocial and physical influences will be seen?
Incorporate information learned in your readings and at least one peer-reviewed* article from the AUO library to support your conclusions.
* Peer reviewed means an article from a reputable journal, which can be found in the library. Peer reviewed indicates that other professionals in the field have reviewed and deemed it worthy of publication, in contrast to much if what we find online: someone posting something they want, without someone else verifying that their methods were rigorous enough and the study is valid. Use your book and course lectures as your primary resources, as well as articles from our library. If you must supplement from a website, do NOT use .coms. Instead, look for .org, .gov, and sometimes .edu for more reputable sources. Never use Wikipedia or about.com.
Write a 6-7 page paper in Word format. Be sure to include introductory and concluding paragraphs in your paper, a title page and a reference page. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_LASA1.doc.
By Wednesday, April 10, 2013, deliver your assignment to the M3: Assignment 2 Dropbox.
Assignment 2 Grading Criteria
Maximum Points
Analyzed the approaches of each of the four theoretical perspectives (Piaget, Erikson, Skinner, and Vygotsky).
32
Explained how each theorist would approach the issue of cognitive development in early childhood. Described how Keith’s advice to Jasmine’s parents might vary depending on his theoretical perspective.
36
Explained the importance of society and family play in cognitive development during early childhood.
32
Discussed the cultural, psychosocial and physical influences on cognitive development in early childhood.
32
Incorporated information from the module readings and at least one peer-reviewed article to support conclusions.
24
Style (4 points): Tone, audience, and word choice
Organization (12 points): Introduction, transitions, and conclusion
Usage and Mechanics (12 points): Grammar, spelling, and sentence structure
APA Elements (16 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style
44
Total:
200

Assignment: Human Trafficking Trauma
Assignment: Human Trafficking Trauma
Human Trafficking Trauma Impacts on victims/survivors (PTSD, brain, mind, psyche, body)
This assignment is focused on human trafficking victims trauma, and victim engagement. It is a 15 power point presentation with speaker notes.
Trauma Impacts on victims/survivors (PTSD, brain, mind, psyche, body)
Speaker notes of 75-100 words for each slide are required.
While APA format 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, including an APA formatted title and reference slide, which can be found in the APA Style Guide, located in the Student Success Center.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Assignment: Test on Medical Ethics
Assignment: Test on Medical Ethics
test on medical ethis
I have a test on medical ethics, I need to read 7 articles , and then open the test wich has a time limit 2 hour and half , the test has 5 small essay questions , so I have 250 word or more to write on each questions . I will attache the articles for you to read them ,and you have to tell me whenever you ready to can open the test to give you the questions , remember whenever I open the test the time will runing , so you have to answer all 5 questions on 2 hours , also you may use books and notes. Just remember that you always need to cite all sources , the due date is 6 june , so you have to be ready before the 6th of june
Files: knyw6ge111.pdf, qz3bqgdmi8.pdf, 12ws9mw3ee.pdf, 6o6vv1ko7c.pdf, xlnz5edqz6.pdf, 0q6p9sv0e4.pdf, 4qua6tvd44.pdf
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Assignment: Miami Dade Collge Nurses Role and End Of Life Decisions Making Essay
Assignment: Miami Dade Collge Nurses Role and End Of Life Decisions Making Essay
Question Description
Assessment 3
PRINT
End-of-Life Decisions
Details
Attempt 1Available
Attempt 2NotAvailable
Attempt 3NotAvailable
Toggle Drawer
Overview
Write an article for a community newsletter for a local retirement village that explains the laws, policies, and choices surrounding end-of-life health care decisions.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:SHOW MORE
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Context
Nurses are at the bedside during the dying process; they spend entire shifts with patients and families; they develop trusting relationships; and they are competent to assess patient and family needs. Nurses gain a unique perspective that allows them to become aware when a patient is not responding to treatment. This perspective places nurses in a position to facilitate end-of-life decision making. (Adams, Bailey. Anderson, & Docherty, 2011, para. 4)
Reference
Adams, J. A., Bailey, D. E., Jr., Anderson, R. A., & Docherty, S. L. (2011). Nursing roles and strategies in end-of-life decision making in acute care: A systematic review of the literature. Nursing Research and Practice, 2011.
Toggle Drawer
Questions to Consider
To deepen your understanding, 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.
How should nurses manage patients whose end-of-life decisions may run contrary to their personal beliefs and values?
How can nurses influence new policies, laws, or legislation regarding end-of life decisions?
What are some of the most difficult decisions patients and families have to make at the end of the patient’s life?
Toggle Drawer
Resources
SUGGESTED RESOURCES
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
APA Paper Template.
APA Paper Tutorial.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Norlander, L. (2014). To comfort always: A nurse’s guide to end-of-life care (2nd ed.). Indianapolis, IN: Sigma Theta Tau International.
Hebert, K., Moore, H., & Rooney, J. (2011). The nurse advocate in end-of-life care. The Ochsner Journal, 11(4), 325–329.
Lewis, K. (2013). How nurses can help ease patient transitions to end of life care. Nursing Older People, 25(8), 22–26.
Lund, S., Richardson, A., & May, C. (2015). Barriers to advance care planning at the end of life: An explanatory systematic review of implementation studies. PLoS One, 10(2).
Aoun, S., O’Connor, M., Skett, K., Deas, K., & Smith, J. (2012). Do models of care designed for terminally ill ‘home alone’ people improve their end-of-life experience? A patient perspective. Health & Social Care in the Community, 20(6), 599–606.
Nakano, K., Sato, K., Katayama, H., & Miyashita, M. (2013). Living with pleasure in daily life at the end of life: Recommended care strategy for cancer patients from the perspective of physicians and nurses. Palliative & Supportive Care, 11(5), 405–413.
Adams, J. A., Bailey, D. E., Jr., Anderson, R. A., & Docherty, S. L. (2011). Nursing roles and strategies in end-of-life decision making in acute care: A systematic review of the literature. Nursing Research and Practice, 2011.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4006 – Policy, Law, Ethics, and Regulations Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
American Nurses Association. (2016). Position statement: Nurses’ Roles and Responsibilities in Providing Care and Support at the End of Life. Retrieved from https://www.nursingworld.org/~4adf1c/globalassets/…
Assessment Instructions
Your manager asked you to prepare an article for a community newsletter for a local retirement village. The editor wants you to talk about the laws, policies, and choices surrounding end-of-life health care decisions
PREPARATION
Search the Capella library and the Internet for scholarly and professional peer-reviewed articles on end-of-life care. You will need at least three articles to use as support for your work on this assessment.
DIRECTIONS
Write an article of 750–1,000 words (3–4 pages) that discusses the laws, policies, and choices surrounding end-of-life health care decisions. Address the following in your article:
Describe the role of the nurse in end-of-life decision making with patients and their families.
Explain the legislation that generated end-of-life health care policies. Was the legislation an outcome of a specific medical case?
Identify the primary policies regarding current health care practices related to end-of-life health care decisions. How to these policies affect treatment decisions?
Explain the effect of end-of-life regulations and controls on patient outcomes. What effect does this have on the nurse-patient relationship?
Describe the ethical considerations that have influenced policy decisions in regard to end-of-life decisions.
ADDITIONAL REQUIREMENTS
Your article should meet the following requirements:
Written communication: Written communication should be free of errors that detract from the overall message.
References: Cite a minimum of three resources; a majority of these should be peer-reviewed sources. Your reference list should be appropriate to the body of literature available on this topic that has been published in the past 5 years.
APA format: Resources and citations should be formatted according to current APA style and formatting.
Length: 750–1,000 words or 3–4 typed, double-spaced pages, excluding title page and reference page. Use Microsoft Word to complete the assessment.
Font and font size: Times New Roman, 12-point.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Assignment: Disease Management Programs
Assignment: Disease Management Programs
Please there should be at least one cited source. Do you consider telephonic or disease… 1 answer below »
Please there should be at least one cited source.
Do you consider telephonic or disease management programs that assign nursing personnel a patient population an effective way to treat chronic diseases? Why or why not?
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Assignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF
https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=0&sid=2e520362-f1b2-4256-9073-f29d001991a0%40pdc-v-sessmgr03&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=128848047&db=rzh
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Include one slide that visually represents the role of a nurse leader as knowledge worker.
Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
Name: NURS_5051_Module01_Week02_Assignment_Rubric
Excellent Good Fair Poor
Develop a 5- to 6-slide PowerPoint presentation that addresses the following:
· Explain the concept of a knowledge worker.
· Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Points Range: 32 (32%) – 35 (35%)
The presentation clearly and accurately explains the concept of a knowledge worker.
The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker.
Includes: 3 or more peer-reviewed sources and 2 or more course resources.
Points Range: 28 (28%) – 31 (31%)
The presentation explains the concept of a knowledge worker.
The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker.
Includes: 2 peer-reviewed sources and 2 course resources.
Points Range: 25 (25%) – 27 (27%)
The presentation inaccurately or vaguely explains the concept of a knowledge worker.
The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker.
Includes: 1 peer-reviewed sources and 1 course resources.
Points Range: 0 (0%) – 24 (24%)
The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.
The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing.
Includes: 1 or fewer resources.
· Develop a simple infographic to help explain these concepts.
Points Range: 14 (14%) – 15 (15%)
The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.
Points Range: 12 (12%) – 13 (13%)
The presentation provides an infographic that helps explain the concepts related to the presentation.
Points Range: 11 (11%) – 11 (11%)
The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.
Points Range: 0 (0%) – 10 (10%)
The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.
· Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.
Points Range: 32 (32%) – 35 (35%)
The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.
Points Range: 28 (28%) – 31 (31%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.
Points Range: 25 (25%) – 27 (27%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.
Points Range: 0 (0%) – 24 (24%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 3 (3%) Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Points Range: 0 (0%) – 3 (3%) Contains many (? 5) APA format errors. Total Points: 100 Name: NURS_5051_Module01_Week02_Assignment_Rubric

Health Perspective Discussion
Health Perspective Discussion
Health Perspective Discussion
Week 5 Disease Analysis Paper For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective. Begin by searching the Center for Disease Control (CDC) website Diseases and Conditions Index to choose a disease or condition of interest to you. Next, review the website for Healthy People 2020 for information related to the disease or the disease category (e.g., mental health for ADHD). In your paper, discuss the following: Prominent aspects of this disease Current data and statistics related to the disease Health disparities related to the disease Prevention strategies including complementary and alternative health therapies Contemporary research and clinical studies related to the disease An analysis of the pathophysiologic effects of stress related to the disease Evidence-based stress management interventions that might help with prevention or cure The paper should be between 3–4 pages. Incorporate at least three scholarly sources within the paper. Sources should be no more than three years old. Use proper APA format to cite and reference sources. Review the rubric for further information on how your assignment will be graded. Due: Sunday, 11:59 p.m. (Pacific time) Week 7 Adolescent Health Risk Seminar For this assignment, you will develop and deliver a 10–15 minute seminar/workshop aimed at the teen or young adult audience on a specific health risk associated with the population. you will submit your presentation using the Kaltura recording tool within Blackboard. See the Getting Started with Kaltura link listed under the Resources area in your course menu to learn how to use this tool. * If you predominantly work with a specific population and would like to present a relevant health risk seminar to that population, you must seek instructor approval in advance. Email your instructor through the Virtual Office. 1. Choose a health risk associated with adolescence. Some categories to consider may include: Suicide Pregnancy Substance use and abuse Motor vehicle crashes Tobacco use Sexually transmitted disease Domestic violence Mental health issues Sexual identity issues Eating disorders Nutrition and fitness 2. As the health care advocate, you will present the following to the target audience (adolescents or young adults)in 10-15 slides or screens: An overview of the risk factor Contributing factors Prevalence of the health risk (meaningful data) Explain your role with the issue as a health care practitioner/advocate Ways to identify a problem and address the issue Present an activity or project or exercise for the audience to engage in related to the topic Help and support resources 3. In your research materials, incorporate 3–4 current sources with one containing the most current statistics. 4. Use age-appropriate creativity to ensure the message gets across to the selected audience. As you plan your seminar, consider: How will you initiate a conversation (rather than give a lecture)? How will you keep the attention and respect of this audience? 5. Use APA for citing and referencing your sources. 6. Keep your design and audio appropriate to the audience, yet professional. Your presentation must include both audio and visual components and be professional in nature. What is a seminar? See this week’s Resource folder for curriculum and topic ideas. Review the rubric for further information on how your assignment will be graded. Submit your final presentation here for grading and post a copy in the discussion board to share with your peers Due: Sunday, 11:59 p.m. (Pacific time) Points: 300