Nursing

Assignment: Developmental Assessment
Assignment: Developmental Assessment
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The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 600-700-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:
Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 600-700-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:
Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Developmental Assessment and the School-Aged Child – Rubric
Collapse All Developmental Assessment And The School-Aged Child – RubricCollapse All
Comparison of Physical Assessment Among School-Aged Children
27.5 points
Criteria Description
Comparison of Physical Assessment Among School-Aged Children
5. 5: Excellent
27.5 points
A detailed comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is thoroughly described. Insight is demonstrated into the physical assessment of school age children.
4. 4: Good
24.48 points
A comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is described. Some information is needed for clarity.
3. 3: Satisfactory
21.73 points
A general comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is generally described. More information or support is needed for clarity or accuracy.
2. 2: Less Than Satisfactory
20.63 points
An incomplete comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is omitted or contains significant inaccuracies.
1. 1: Unsatisfactory
0 points
A comparison of physical assessments among different school-aged children is omitted.
Typical Assessment for a Child of a Specific Age
27.5 points
Criteria Description
Typical Assessment for a Child of a Specific Age
5. 5: Excellent
27.5 points
The typical developmental stage of a child between the ages 5 and 12 is accurately and thoroughly described.
4. 4: Good
24.48 points
The typical developmental stage of a child between the ages 5 and 12 is described. The overall description is accurate. Some information is needed for clarity.
3. 3: Satisfactory
21.73 points
The typical developmental stage of a child between the ages 5 and 12 is generally described. The description contains some inaccuracies for the age of the child.
2. 2: Less Than Satisfactory
20.63 points
The typical developmental stage of a child between the ages 5 and 12 is summarized. The summary contains significant inaccuracies for the age of the child.
1. 1: Unsatisfactory
0 points
The typical developmental stage of a child between the ages 5 and 12 is not described.
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)
33 points
Criteria Description
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)
5. 5: Excellent
33 points
A child assessment based on a developmental theory is thoroughly described. Well-developed strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are all accurate and described in detail.
4. 4: Good
29.37 points
A child assessment based on a developmental theory is described. Appropriate strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are described. Some information is needed for clarity.
3. 3: Satisfactory
26.07 points
A child assessment based on a developmental theory is generally described. General strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are summarized. There are minor inaccuracies.
2. 2: Less Than Satisfactory
24.75 points
A child assessment based on a developmental theory is partially summarized. Partial strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are omitted or are incorrect. There are significant inaccuracies.
1. 1: Unsatisfactory
0 points
A child assessment based on a developmental theory is omitted.
Thesis Development and Purpose
5.5 points
Criteria Description
Thesis Development and Purpose
5. 5: Excellent
5.5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4. 4: Good
4.9 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
3. 3: Satisfactory
4.35 points
Thesis is apparent and appropriate to purpose.
2. 2: Less Than Satisfactory
4.13 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. 1: Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
5.5 points
Criteria Description
Argument Logic and Construction
5. 5: Excellent
5.5 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. 4: Good
4.9 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. 3: Satisfactory
4.35 points
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
2. 2: Less Than Satisfactory
4.13 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. 1: Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. 5: Excellent
5.5 points
Writer is clearly in command of standard, written, academic English.
4. 4: Good
4.9 points
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
3. 3: Satisfactory
4.35 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
2. 2: Less Than Satisfactory
4.13 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
1. 1: Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (use of appropriate style for the major and assignment)
2.2 points
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
5. 5: Excellent
2.2 points
All format elements are correct.
4. 4: Good
1.96 points
Template is fully used; There are virtually no errors in formatting style.
3. 3: Satisfactory
1.74 points
Template is used, and formatting is correct, although some minor errors may be present.
2. 2: Less Than Satisfactory
1.65 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
1. 1: Unsatisfactory
0 points
Template is not used appropriately, or documentation format is rarely followed correctly.
Documentation of Sources
3.3 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. 5: Excellent
3.3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. 4: Good
2.94 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. 3: Satisfactory
2.61 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. 2: Less Than Satisfactory
2.47 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. 1: Unsatisfactory
0 points
Sources are not documented.
Total 110 points

Discuss the Relevance of The Continuum to Patient Care
Discuss the Relevance of The Continuum to Patient Care
In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum
Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum.
Benchmark – Human Experience Across the Health-Illness Continuum
View RubricDue Date: Apr 07, 2019, 23:59:59 Max Points: 100
Details:
The benchmark assesses the following competency:
Benchmark: 5.1. Understand the human experience across the health-illness continuum. Include the following:
Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Learning outcome:
LO8:
Name:
1. Instructions and guidelines (Read carefully)
Instructions
Insert your name and surname in the space provided above, as well as in the file name. Save the file as: First name Surname Assignment 4 – e.g. Lilly Smith Assignment 4. NB: Please ensure that you use the name that appears in your student profile on the Online Campus.
2 Write all your answers in this document. There is an instruction that says, “Start writing here” under each question. Please type your answer there.
3 Submit your assignment in Microsoft Word only. No other file types will be accepted.
4 Do not delete the plagiarism declaration or the assignment instructions and guidelines. They must remain on your assignment when you submit.
PLEASE NOTE: Plagiarism cases will be penalised according to the Head Tutor’s and GetSmarter’s discretion.
IMPORTANT NOTICE: Please ensure that you have checked your course calendar for the due date for this assignment.
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.
Benchmark – Human Experience Across the Health-Illness Continuum – Rubric
Collapse All Benchmark – Human Experience Across The Health-Illness Continuum – RubricCollapse All
Health-Illness Importance to Health and Patient Care (C5.1)
20 points
Criteria Description
Health-Illness Importance to Health and Patient Care (C5.1)
5. Excellent
20 points
A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support.
4. Good
17.8 points
A discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Some rationale is needed for clarity.
3. Satisfactory
15.8 points
A general discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion generally establishes that the health-illness continuum is important to patient care. There are some inaccuracies. More information or rationale is needed.
2. Less than Satisfactory
15 points
A partial summary on the importance of the health-illness continuum is presented. The summary does not fully include the relation of the continuum to health and the human experience in patient care. There are significant inaccuracies. More evidence or information is needed.
1. Unsatisfactory
0 points
A discussion on the importance of the health-illness continuum is not presented.
Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing
20 points
Criteria Description
Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing
5. Excellent
20 points
A thorough explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is logically and convincingly presented. The explanation draws clear connections between the role of the health care provider and the promotion of human flourishing. Strong rationale is offered for support.
4. Good
17.8 points
An explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented. The explanation demonstrates that the health care provider does play a role in promoting human flourishing, but some additional rationale is needed for clarity.
3. Satisfactory
15.8 points
A general explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented. There are some inaccuracies, and more information or rationale is needed to support the response.
2. Less than Satisfactory
15 points
A partial explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented, but the connection is tenuous and key elements are omitted, incomplete, or left unexplained.
1. Unsatisfactory
0 points
An explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is not presented.
Refection on Personal State of Health and the Health Illness Continuum
20 points
Criteria Description
Refection on Personal State of Health and the Health Illness Continuum
5. Excellent
20 points
A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where personal health falls on the health-illness continuum.
4. Good
17.8 points
A discussion of personal state of health is included. The discussion demonstrates personal insight into overall behaviors supporting or detracting from health and well-being. The author establishes where personal health falls on the health-illness continuum.
3. Satisfactory
15.8 points
A general discussion of personal overall state of health is included. Overall the discussion demonstrates some insight into some behaviors supporting or detracting from health and well-being. The author does not clearly establish where personal health falls on the health-illness continuum.
2. Less than Satisfactory
15 points
A partial summary of personal overall state of health is included. The summary is not informative. Behaviors supporting or detracting from health and well-being are omitted or incomplete.
1. Unsatisfactory
0 points
Reflection on personal overall state of health is omitted.
Resources Supporting Wellness
20 points
Criteria Description
Resources Supporting Wellness
5. Excellent
20 points
Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated.
4. Good
17.8 points
Options and resources available that would reasonably help the author move toward wellness on the health-illness continuum are presented. The author establishes how these resources will assist in moving toward wellness.
3. Satisfactory
15.8 points
General options and resources available that would help the author move toward wellness on the health-illness continuum are presented. More information is needed to establish how this will assist in moving the author toward wellness.
2. Less than Satisfactory
15 points
Partial options and resources available that would help the author move toward wellness on the health-illness continuum are presented. It is unclear how this will assist in moving the author toward wellness.
1. Unsatisfactory
0 points
Options and resources available to help the author move toward wellness on the health-illness continuum are omitted.
Thesis Development and Purpose
5 points
Criteria Description
Thesis Development and Purpose
5. Excellent
5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4. Good
4.45 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
3. Satisfactory
3.95 points
Thesis is apparent and appropriate to purpose.
2. Less than Satisfactory
3.75 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
5 points
Criteria Description
Argument Logic and Construction
5. Excellent
5 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. Good
4.45 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. Satisfactory
3.95 points
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
2. Less than Satisfactory
3.75 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. Excellent
5 points
Writer is clearly in command of standard, written, academic English.
4. Good
4.45 points
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
3. Satisfactory
3.95 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
2. Less than Satisfactory
3.75 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
1. Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (use of appropriate style for the major and assignment)
2 points
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
5. Excellent
2 points
All format elements are correct.
4. Good
1.78 points
Template is fully used; There are virtually no errors in formatting style.
3. Satisfactory
1.58 points
Template is used, and formatting is correct, although some minor errors may be present.
2. Less than Satisfactory
1.5 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
1. Unsatisfactory
0 points
Template is not used appropriately, or documentation format is rarely followed correctly.
Documentation of Sources
3 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. Excellent
3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Good
2.67 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Satisfactory
2.37 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. Less than Satisfactory
2.25 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. Unsatisfactory
0 points
Sources are not documented.
Total 100 points

Development Plan Part 5: Professional Development
The Development Plan Part 5: Professional Development Assignment:
Using the Academic Success and Professional Development Plan Template in which you began to work on in Week 1, and have continued working on through this course, in Part 5, you will develop a curriculum vitae (CV) based on your current education and professional background.
Write a statement identifying your professional development goals.
Write a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.
Social Change
Walden University defines positive social change as a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies. Positive social change results in the improvement of human and social conditions.
This definition of positive social change provides an intellectually comprehensive and socially constructive foundation for the programs, research, professional activities, and products created by the Walden academic community.
In addition, Walden supports positive social change through the development of principled, knowledgeable, and ethical scholar-practitioners, who are and will become civic and professional role models by advancing the betterment of society.
Academic Resource/Strategy 1
Internet – The Internet is an incredible method to conduct investigations for an essential and auxiliary purpose. Since the arrangement of reference books are presently accessible on the web as opposed to printed frames; I currently manage everything on the internet. Pretty much everything is available on the web a large portion of them are accessible in a free source. I plan on using this insightful resource without confinements of my ability since the internet supports types of learning creation and information utilization that vary enormously from the epistemological assumptions of formal tutoring and mass guidance.
Academic Resource/Strategy 2
Tutoring and Help Rooms – I append myself to qualified and prepared peer tutors who will help me with mastering my course content and growing my potential for academic accomplishment. At the point when joined with customary participation of classes and recitations, visits to educators’ available time, utilization of departmental Help Rooms and development of peer study groups, mentoring serves as a proactive advance for guaranteeing that I scholastically succeed (Bradshaw & Hultquist, 2016). My technique is to search for my an academic director who will help me in recognizing. Development Plan Part 5: Professional Development
Learning Resources
Required Readings
Burns, M. K. (2018). Creating a nursing portfolio. Ohio Nurses Review, 93(3), 16-17.
Casey, D. & Egan, D. (2013). The use of professional portfolios for career enhancement. British Journal of Nursing, 15(11), 547–552.
East, R. (2015). Developing a nurse practitioner portfolio. ACORN: The Journal of Perioperative Nursing in Australia, 28(4), 35.
Hannans, J. & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48–49. Retrieved November 14, 2018, from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Digital-Identity-1017a-1.pdf
Leahy, R., & Filiatrault, A. (2017). Employers’ perceptions of the benefits of employment electronic portfolios. International Journal of ePortfolio, 7(2), 217-223.
McMillan, L. R., Parker, F., & Sport, A. (2014). Decisions, decisions! E-portfolio as an effective hiring assessment tool. Nursing Management, 45(4), 52-54.
Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu
Select College of Health Sciences, then Master of Science in Nursing (MSN). Review the MSN Learning Outcomes on this page.
Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved from https://academicguides.waldenu.edu/writingcenter/templates
Note: Download and review the College of Nursing Template by navigating to “Program-Specific Templates” and then “College of Nursing,” and selecting “College of Nursing Writing Template With Instructions.”
Document: APA Basics Checklist: Citations, Reference List, and Style (PDF)
Document: Academic Success and Professional Development Plan Template (Word document)
Required Media
Laureate Education (Producer). (2018). Scholars of Change: Reis Woolen [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). Scholars of Change: Jackie Kundert [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). Scholars of Change: Joan Kempagno [Video file]. Baltimore, MD: Author.
Discussion: Strategies for Academic Portfolios
In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products.
Similarly, nurse-scholars can build a personal brand to add visibility and credibility to their work. You can begin building your brand by developing and maintaining an academic portfolio. Such an activity can help share the results of your efforts and contribute to your success. This Module’s Discussion asks you to consider and share strategies for building your portfolio.
To Prepare:
Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements.
Review one or more samples from your own research of resources focused on portfolio development.
By Day 3 of Week 8
Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples.
By Day 6 of Week 8
Respond to at least two of your colleagues’ posts by offering additional ideas regarding academic achievements to include or offering alternative ways of presenting the current achievements.
Submission and Grading Information
Introduction
Reflecting on my professional goals is a vital aspect of my self-motivation to continue my academic and professional advancement journey. Creating a vision of what you want to accomplish is essential in building a blueprint for your academic and professional success. Recognizing this vision will allow you to determine the path you need to take to get to the finish (Laureate Education, 2018).
Building my Nursing Professional Portfolio
As nurses, we continue to build our nursing skills, achievements, and professional experience throughout our careers. Documenting these essential details of our academic and professional accomplishments is crucial in paving the way to reaching our career goals. Incorporating specific elements of your educational achievements and professional experiences is vital in creating a professional portfolio (Burns, M. K., 2018).
To showcase a concise idea of your accomplishments throughout your career, strategies for incorporating academic achievements into your professional portfolio is essential. One approach is to integrate the growth and development in our profession, including elements such as your educational background, certifications achieved, and employment history. Developing a one to two-page resume or curriculum vitae as part of your professional portfolio clearly showcases evidence of your academic experiences and credentials (Sherrod, D., 2005).
Another strategy is to incorporate your evidence-based accomplishments, such as your annual performance reviews, peer reviews in your workplace, or the continuing education you have completed each year. Creating professional goals each year and evaluating them allows you to reflect on those goals to continue your professional growth throughout your career (Sherrod, D., 2005).
As nurses, we strive to stay current in today’s fast-changing world in healthcare. Citing your educational readings, such as relevant nursing journals, is a great way to showcase a self-improvement strategy (Sherrod, D., 2005).
In today’s digital world, an alternative way of showcasing your academic and professional progress and accomplishments is by creating an ePortfolio. Since anyone can view what you write about yourself online, including potential employers and so forth, maintaining a positive self-image on the web is crucial (Hannans, J. & Olivo, Y., 2017).
As nurses, we desire to be a part of positive change in our community and the nursing profession. With Walden University’s commitment to promoting positive social change, actively serving the community is a crucial aspect of my professional development goals (Walden University, 2020). Serving on the board in your community’s committees allows nurses to be part of a leadership team where new ideas are shared and endeavored (Cherry, B. et al., 2019).
Joining a professional organization such as the American Nurses Association is an example. By actively participating in a professional organization, nurses can advocate for the betterment of the community and the nursing profession by addressing current relevant issues (American Nurses Association, 2019). Active membership also provides opportunities for continuing education resources that allow nurses to engage in lifelong learning (Cherry, B. et al., 2019).
Conclusion
Building a professional portfolio is an essential tool in our career advancement journey. Just like the builder who creates a solid plan for a structure, designing a well-crafted blueprint for our academic success and professional development is crucial in paving the way towards attaining our goals (Laureate Education, 2018).
References
American Nurses Association. (2019). RNAction Center. P2a.Co.
Burns, M. K. (2018). Creating a Nursing Portfolio. Ohio Nurses Review, 93(3), 16–17.
Cherry, Barbara, DNSc, MBA, RN, NEA-BC, Caramanica, Laura, PhD, RN, CNE, CENP, et al. (2019). Leveraging the Power of Board Leadership in Professional Nursing Organizations. Journal of Nursing Administration, 49, 517-519. https://doi.org/10.1097/NNA.0000000000000805
Hannans, J. & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today. 12 (11), 48-49.
Laureate Education. (2018). The Walden University Journey to a Masters in Nursing: Your Professional Development Plan [Video file].
Sherrod D. (2005). Career scope: south Atlantic. The professional portfolio: a snapshot of your career. Nursing Management, 36(9), 74–75.
Walden University. (2020). Social Change. Www.Waldenu.Edu. https://www.waldenu.edu/why-walden/social-change
Scholars of Change: Reis Woolen Program Transcript
[MUSIC PLAYING]
REIS WOOLEN: When I moved to India two years ago, I encountered exploding growth and progress. At the same time, I saw amazing health disparities, especially in the care of older adults. As a nurse, my dream was to effect positive change in the area of aging in India. As a Walden University RN WSN student, my applied knowledge makes that dream possible.
Indian society and the health care system are dramatically unprepared for this changing demographic, which is why I am working to address this critical issue. My role is to teach caregivers and families the difference between normal aging and illness.
Before studying at Walden, I didn’t yet have the skills to do this kind of work. I provided excellent direct care to older adults, but didn’t have a scholarly approach to evaluating health research and transmitting it in practical ways.
But now, I’m doing just that. I believe that this and other health information I share has a ripple effect throughout society. By promoting compassion for elders, decreasing ageism, and perhaps even helping a younger generation embrace their own healthy aging, my academic experience at Walden has supported me in my work by giving me more than just knowledge.
Learning in Walden’s global classroom has transformed me from student to change agent. And being a part of Walden’s educational community has helped foster my spirit of active service as a student, as a nurse, as a scholar, and as a global citizen.
Rubric Detail
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Content
Name: NURS_6003_Module05_Week09_Assignment_Rubric
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Using the Academic Success and Professional Development Plan Template, address the following:
Develop a curriculum vitae (CV) based on your current education and professional background.
Points Range: 86 (86%) – 95 (95%)
A fully developed and accurate curriculum vitae based on current education and professional background is provided.
Points Range: 76 (76%) – 85 (85%)
A partially developed curriculum vitae based on current education and professional background is provided.
Points Range: 67 (67%) – 75 (75%)
A vague or inaccurate developed curriculum vitae based on current education and professional background is provided.
Points Range: 0 (0%) – 66 (66%)
A vague and inaccurately developed curriculum vitae based on current education and professional background is provided, or is missing.
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.
Total Points: 100
Name: NURS_6003_Module05_Week09_Assignment_Rubric

Written Assignment- Care Plan
Written Assignment- Care Plan
You are the nurse receiving report on your patient that was admitted as an emergency earlier in the day. A 64-year-old female underwent a right colectomy. The right side of her colon was removed due to cancer. She has a history of smoking & no other health problems. She is currently being transferred to you in PACU. She has a midline incision with a Penrose drain, a stab wound w/ a Jackson Pratt drain to incision. She also has a NG tube, attached to intermittent suction. She is alert, riented and can move all 4 extremities. BP is 110/68, Respiratory rate is 14, O2 stats are at 93% w/ additional oxygen given via nasal cannula.
All labs are normal. You are asked to change the dressings daily and document the drainage. What precautions will you take to prevent this patient from obtaining a nosocomial infection?
Please answer the questions and develop a care plan for a patient that will be having an elective surgery. Please use the provided format for building your care plan. You will need to use your nursing reference materials as you build this care plan.
Go to ATI website for care plan – go to integration materials – scroll down to active learning templates – choose systems disorder
A nursing care plan (NCP) is a structured method for identifying current requirements and recognizing possible needs or dangers.
Nurses, their patients, and other healthcare providers communicate through care plans to achieve desired health results.
The quality and consistency of patient care would suffer if the nursing care planning procedure was not in place.
Nursing care planning begins when the client is accepted to the agency and is revised on a regular basis as the client’s condition changes and goal achievement is assessed.
The foundation for quality in nursing practice is the planning and delivery of personalised or patient-centered care.
Nursing Care Plan Types
There are two types of care plans: informal and formal.
An informal nursing care plan is a mental strategy for the nurse to follow.
A formal nursing care plan is a written or electronic document that organizes the information about the client’s care.
Standardized care plans and personalized care plans are two types of formal care plans:
Nursing care for groups of clients with common requirements is specified in standardized care plans.
Individualized care plans are created to fulfill a client’s special demands, as well as needs that aren’t met by a typical care plan.
Objectives
The goals and objectives of establishing a nursing care plan are as follows:
Promote evidence-based nursing care in hospitals and health centers, as well as make the environment pleasant and familiar.
Support holistic treatment, which considers the full individual, including their physical, psychological, social, and spiritual well-being, when it comes to disease management and prevention.
Create initiatives such as care routes and packages of services.
Care paths entail a collaborative effort to reach a consensus on standards of care and expected outcomes, whereas care bundles are based on best practices for treating a specific disease.
Goals and expected outcomes should be identified and distinguished.
Examine the care plan’s communication and documentation.
Nursing care should be measured.
A Nursing Care Plan’s Goals
The following are the reasons for writing a nursing care plan and how important it is:
Defines the role of the nurse.
It assists in recognizing the unique role of nurses in catering to clients’ total health and well-being without relying just on medical instructions or interventions.
Provides direction for the client’s tailored care.
It enables the nurse to reflect critically on each client and devise solutions that are specifically customized to them.
Continuity of care is important.
Nurses from different shifts or floors can use the data to provide the same level of care and interventions to clients, ensuring that they get the most benefit from their therapy.
Documentation.
It should specify which observations should be made, what nursing actions should be taken, and what instructions the client or family members require.
There is no evidence that nursing care was provided if it is not properly documented in the care plan.
It’s used to allocate a certain staff member to a specific client.
There are times when a client’s care must be given to a staff member who possesses specific and precise expertise.
It acts as a reimbursement guide.
The medical record is used by insurance companies to calculate how much they will pay for the hospital care that the customer received.
Defines the client’s objectives.
It benefits not just nurses but also clients by allowing them to participate in their own treatment and care.
Components
Nursing diagnoses, client concerns, expected outcomes, and nurse actions and rationales are typically included in a nursing care plan (NCP).
These elements are described in further detail below:
Assessment of the client’s health, medical results, and diagnostic reports
The first step in creating a care plan is to determine your needs.
Physical, emotional, sexual, psychological, cultural, spiritual/transpersonal, cognitive, functional, age-related, economic, and environmental aspects of client assessment are all taken into consideration.
In this field, information can be both subjective and objective.
The client’s expected outcomes are defined.
These could be long-term or short-term.
The care plan includes a list of nursing interventions.
Interventions must have a rationale in order to constitute evidence-based care.
Evaluation.
The outcome of nursing interventions is documented in this record.
Formats for Care Plans
Nursing care plan forms are typically divided into four columns: nursing diagnoses, planned objectives and goals, nursing actions, and evaluation.
Goals and assessment are in the same column in some agencies’ three-column plans.
Other organizations use a five-column layout that includes an assessment cues column.

Assignment: Analysis of a Current Problem or Issue in Health Care
Assignment: Analysis of a Current Problem or Issue in Health Care
Question Description
Write a 4-6-page analysis of a current problem or issue in health care, including a proposed solution and possible ethical implications.
INTRODUCTION
In your health care career you will be confronted with many problems that demand a solution. By using research skills you can learn what others are doing and saying about similar problems. Then you can analyze the problem and the people and systems it affects. You can examine potential solutions and their ramifications. This assessment allows you to practice this approach with a real world problem.
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.
Use scholarly information to describe and explain a health care problem or issue and identify possible causes for it.
Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care.
Analyze a health care problem or issue by describing the context, explaining why it is important, and identifying populations affected by it.
Discuss potential solutions for a health care problem or issue and describe what would be required to implement a solution.
Competency 3: Apply ethical principles and academic standards to the study of health care.
Analyze the ethical implications if a potential solution to a health care problem or issue was implemented.
Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others, and that is consistent with expectations for health care professionals.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Write following APA style for in-text citations, quotes, and references.
INSTRUCTIONS
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.
Describe the health care problem or issue you selected for use in Assessment 2 (from the Assessment Topic Areas | Transcript media piece) and provide details about it.
To explore your chosen topic, you should use the first four steps of the Socratic Problem-Solving Approach to aid your critical thinking. This approach was introduced in the second assessment.
Identify possible causes for the problem or issue.
Use scholarly information to explain the health care problem or issue.
Identify at least three scholarly or academic peer-reviewed journal articles about the topic.
You may use articles you found while working on Assessment 2 or you may search the Capella Library for other articles.
You may find the applicable Undergraduate Library Research Guide helpful in your search.
Assess the credibility of the information sources.
Assess the relevance of the information sources.
Analyze the problem or issue.
Describe the setting or context for the problems or issues.
Describe why the problem or issue is important to you.
Identify groups of people affected by the problem or issue.
Discuss potential solutions for the problem or issue.
Compare your opinion with other opinions you find in sources from the Capella Library.
Provide the pros and cons for one of the solutions you are proposing.
Analyze the ethical implications if the potential solution (the one for which you provide pros and cons) were to be implemented.
Discuss the pros and cons of implementing the proposed solution from an ethical principle point of view.
Provide examples from the literature to support the points you are making.
Describe what would be necessary to implement the proposed solution.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
Assessment 3 Example [PDF].
Additional Requirements
Length: At least 4–6 typed, double-spaced pages, not including the title page and reference page.
Font and font size: Times New Roman, 12 point.
APA Template: Use the APA Style Paper Template [DOCX] as the paper format and the APA Style Paper Tutorial [DOC] for guidance.
Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Using outside sources: Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.
References: Integrate information from outside sources to include at least three scholarly or academic peer-reviewed journal articles and three in-text citations within the paper.
APA format: Follow current APA guidelines for in-text citations of outside sources in the body of your paper and also on the reference page.
Organize your paper using the following structure and headings:
Title page. A separate page.
Introduction. A brief one-paragraph statement about the purpose of the paper.
Elements of the problem/issue. Identify the elements of the problem or issue or question.
Analysis. Analyze, define, and frame the problem or issue.
Considering options. Consider solutions, responses, or answers.
Solution. Choose a solution, response, or answer.
Ethical implications. Ethical implications of implementing the solution.
Implementation. Implementation of the potential solution.
Conclusion. One paragraph.
Note: Read the Analyze a Current Health Care Problem or Issue Scoring Guide to fully understand how your paper will be graded.If you would like assistance in organizing your assessment, or if you simply have a question about your assessment, do not hesitate to ask faculty or the teaching assistants in the NHS Learner Success Lab for guidance and suggestions. Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
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attachment_2
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.

Medical field: Case-Assignment
Medical field: Case-Assignment
Being pushed out of your comfort zone
Nurses are the forefront of advancement for the medical field. We hold many positions from floor nursing, administration and educators within the health care system. For the field of nursing and nurses to continue to grow and advance we all must pledge to participate in advancing the profession with education, and the search of knowledge. Examples of ways that nursing has advanced from the past is nurses now have advanced degrees such as: Master and doctoral level educations and also Nurse Practitioners. The ANA provides specifics on where nurses can advance the profession; be involved in healthcare policy, develop, maintain and implement professional standards in clinical practice, administration and education practices, and apply knowledge development, dissemination and application to practice (2010). As nurses the ANA Code of Ethics provides a pathway to things that will improve nursing practice as a whole.
CODE OF ETHICS
CONCLUSION
References
American Nurses Credentialing Center. (2014). The Importance of Evaluating the Impact of Continuing Nursing Education on Outcomes:Professional Nursing Practice and Patient Care. Retrieved from http://www.nurse.credentialing.org/Accreditation/
Fowler, M. D., & American Nurses Association. (2010). Guide to the code of ethics for nurses: Interpretation and application. Silver Spring, MD: American Nurses Association.
Ward, J. (2013, January 23). The Pros and Cons of Getting Nursing CEUs. Retrieved from Nurse Together: http://
www.nursetogether.com/pros-and-cons-getting-nursing-ceus
Whittaker, S., Carson , W., & Smolenski, M. C. (2000, September). Assuring Continued Competence – Policy Questions and Approaches: How Should the Profession Respond? Online Journal of Issues in Nursing. Retrieved from : http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/
Brunt, B. The importance of lifelong learning in managing risks. The Nursing
Risk Management Series(3). Retrieved from http://ana.nursingworld.org/mods/archive/mod311
Eustace, L. (2001). Mandatory continuing education:past, present, and future trends & issues.
The Journal of Continuing Education in Nursing 32(3).
References
Nursing: Scope and Standard of Practice. Retrieved from www.nursingworld.org
ANA Leadership – American Nurses Foundation. Retrieved from www.anfonline.orgUniversity of Saint Mary. (2017) Higher Nursing Education and its Impact on Patient Safety. Retrieved on September 21st from http://online.stmary.edu/rn-bsn/resources/higher-nursing-education-impact-on-patient-safety
College Grad (2017) Registered nurses. Retrieved September 24th, from https://collegegrad.com/careers/registered-nurses

Discussion: Nurse Fatigue (Impact on Patient Safety)
Discussion: Nurse Fatigue (Impact on Patient Safety)
Discussion: Nurse Fatigue (Impact on Patient Safety)
Question Description
I don’t know how to handle this Health & Medical question and need guidance.
Apa format. Journal must be within 5 years. must use 2 approved articles. 3-4 page paper on nurse fatigue
Nurse Fatigue (Impact on Patient Safety)
c6456_1f60_43c9_9a02_2a9efd19b78e.jpeg
nr449_rua_topic_se
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.

BIO 220 Grand Canyon Week 7 Discussion 1
Describe the hydrologic cycle and various methods of water use and management. What changes might occur in the hydrologic cycle if our climate were to warm up or cool down significantly?

FP 6900 Twitter Inc. Proposal Assessment 2
Twitter_Inc._Proposal_.docx (21.8 KB)
Write a short (50-100-word) paragraph response for each
question. This assignment is to be submitted as a Microsoft Word document.
Give examples of psychosocial factors that affect the health
care professional and the effect those factors could have on patient education.
Give examples of psychosocial factors that affect the
patient and the effect those factors could have on patient education.
Explain what is meant by personality styles and give
examples of approaches that could be used to help the patient. Include
self-perception as a factor.
List the steps in adjustment to illness and how the patient
copes with each step.
Explain the health professional’s role in teaching the
patient at different life stages.
Define the role of the family in patient education.
How might the family influence the compliance of the patient
and what measures can the health care professional use in communication with
the family

Discussion: NR 544 Ethical Position Versus Standards Violation
Two nurses, Vicki, RN, and Cindy, RN, say they were just trying to protect patients when they anonymously reported their concerns last November to the Department of Health and to the Joint commission. The RNs believed that the 140-bed hospital that they work for was not living up to ethical practice standards. The report given by the RN’s indicated Ms. Anderson, one of three quality review coordinators working for the quality department in the hospital, improperly encouraged clinical mangers to change patient safety data at the Sunny Valley Medical Center.
By encouraging the data changes to misrepresent what was truly happening, Ms. Anderson actions affected an important decision regarding a patient safety issue. Moreover, the county attorney’s office indicted Ms. Anderson on “misuse of official information,” a third-degree felony that carries potential penalties of 2-10 years’ in prison and a maximum fine of $10,000.
Vicki and Cindy, both long-time nurses at the facility, were fired from their positions and were subsequently arrested last December, just five days past the 60-day window that could have been part of the defense to prove retaliation. The two nurses are free on bond of $5,000 each.
Discussion: NR 544 Ethical Position Versus Standards Violation
The Department of Health attorney sent a letter to the hospital attorneys stating that it is improper to criminally prosecute people for raising complaints with the board; that the complaints were confidential and not subject to subpoena; that the Department of Health is exempt from federal HIPAA law; and that, on the contrary, the board depends on reporting from healthcare professionals to carry out its duty of protecting the public from improper practitioners.
Please discuss ethical considerations in Vicki’s and Cindy’s behavior. Justify your answer.
Describe the various ethical, legal, and interpersonal conflicts that exist in this case.
IMPORTANT NOTE: Your instructor will be monitoring the Collaboration Café but not participating as this is your opportunity to give and receive feedback from your peers. The Collaboration Café is graded this week (50 points). There are no scholarly references required in this discussion format. Please see the guidelines and grading rubric.