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Preliminary Care Coordination Plan Discussion Preliminary Care Coordination Plan Discussion Assessment 1: Preliminary Care Coordination Plan Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care. NOTE: You are required to complete this assessment before Assessment 4. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a hypothetical individual in your community as you consider the hypothetical patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. Preliminary Care Coordination Plan Discussion As you begin to prepare this assessment, you are encouraged to complete the Care C oordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Analyze a health concern and the associated best practices for health improvement. Competency 2: Collaborate with patients and family to achieve desired outcomes. Describe specific goals that should be established to address a selected health care problem. Competency 3: Create a satisfying patient experience. Identify available community resources for a safe and effective continuum of care. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. To prepare for this assessment, you may wish to: Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Allow plenty of time to plan your chosen health care concern. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Note: You are required to complete this assessment before Assessment 4. Develop the Preliminary Care Coordination Plan Complete the following: Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to: Stroke. Heart disease (high blood pressure, stroke, or heart failure). Home safety. Pulmonary disease (COPD or fibrotic lung disease). Preliminary Care Coordination Plan Discussion Orthopedic concerns (hip replacement or knee replacement). Cognitive impairment (Alzheimer’s disease or dementia). Pain management. Mental health. Trauma. Identify available community resources for a safe and effective continuum of care. Document Format and Length Your preliminary plan should be an APA scholarly paper, 3–4 pages in length. Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness. In your paper include possible community resources that can be used. Be sure to review the scoring guide to make sure all criteria are addressed in your paper. Study the subtle differences between basic, proficient, and distinguished. Supporting Evidence Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Analyze your selected health concern and the associated best practices for health improvement. Cite supporting evidence for best practices. Consider underlying assumptions and points of uncertainty in your analysis. Describe specific goals that should be established to address the health care problem. Identify available community resources for a safe and effective continuum of care. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Preliminary Care Coordination Plan Discussion Write with a specific purpose with your patient in mind. Adhere to scholarly and disciplinary writing standards and current APA formatting requirements. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Additional Requirements Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents. Portfolio Prompt: Save your presentation to your ePortfolio . Helpful links FOR ASSESSMENT 1 http://www.improvingchroniccare.org/index.php?p=Family_Care_Network&s=344 http://www.improvingchroniccare.org/index.php?p=San_Francisco_General_Hospital&s=347 Here is the link to “The Affordable Care Act 10 Years In: What Nursing Leaders Should Know”: https://www.sciencedirect.com/science/article/pii/S1541461220300896 http://www.improvingchroniccare.org/index.php?p=Family_Care_Network&s=344 http://www.improvingchroniccare.org/index.php?p=San_Francisco_General_Hospital&s=347 PLEASE INCLUDE ARTICLES ON THE AFFORADABLE CARE ACT Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length. As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care. This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care and will empower you to be a stronger advocate and nursing professional. It would be an excellent choice to complete the Vila Health: Ethical Decision-Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 4: Defend decisions based on the code of ethics for nursing. Assess the impact of the code of ethics for nurses on the coordination and continuum of care. Competency 5: Explain how health care policies affect patient-centered care. Explain how governmental policies related to the health and/or safety of a community affect the coordination of care. Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included. Preparation Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience. You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours. Preliminary Care Coordination Plan Discussion Homeless shelters. Local religious groups. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Nursing homes. Local community organizations (Rotary Club or Kiwanis Club). To prepare for this assessment, you may wish to: Research your selected community organization or support group. Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA. Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete. Allocate sufficient time to rehearse your presentation before recording the final version for submission. Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Recording Equipment Setup and Testing Check that your audio speaker and PowerPoint software are working properly. You can record audio directly to your slides, using PowerPoint or other presentation software. Note: Technical support about the use of PowerPoint, including voice recording and speaker notes, can be found on Campus’s Microsoft Office Software page. If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your presentation in the courseroom. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Instructions For this assessment: Choose the community organization or support group that you plan to address. Develop a PowerPoint with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required. Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes. For this assessment, develop your presentation slides and speaker notes, then record your presentation.Preliminary Care Coordination Plan Discussion. You are not required to deliver your presentation to an actual audience. Presentation Format and Length You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voice over. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues. Be sure that your slide deck includes the following slides: Title slide. Presentation title. Your name. Date. Course number and title. References (at the end of your presentation). Your slide deck should consist of 10–12 slides, not including a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes. Create a detailed narrative script for your presentation, approximately 4–5 pages in length. Supporting Evidence Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script. Grading Requirements The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Explain how governmental policies related to the health and/or safety of the community affect the coordination of care. Provide examples of a specific policy affecting the organization or group. Refer to the assessment resources for help in locating relevant policies. Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA). Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. What are the implications and consequences of specific policy provisions? What evidence do you have to support your conclusions? Assess the impact of the code of ethics for nurses on the coordination and continuum of care. Consider the factors that contribute to health, health disparities, and access to services. Preliminary Care Coordination Plan Discussion Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment. Provide evidence to support your conclusions. Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included for a proficient score; both speaker notes and the audio voice over are included for a distinguished score. Present a concise overview. Support your main points and conclusions with relevant and credible evidence. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Additional Requirements Before submitting your assessment, proofread your presentation slides and speaker notes to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your presentation. Portfolio Prompt: Save your presentation to your ePortfolio . Submissions to the ePortfolio will be part of your final Capstone course. HELPFUL LINKS POLICY AND ETHICS As you read the following, consider how policy and ethics relate to your current role and the role of the care coordinator. Bower, K. A. (2016). Nursing leadership and care coordination: Creating excellence in coordinating care across the continuum. Nursing Administration Quarterly, 40 (2), 98–102. Collins, B. L. Saylor, J. (2018). The Affordable Care Act: 8 years later. Nursing Management, 49 (8), 42–48. Connor, J. A., Antonelli, R. C., O’Connell, C. A., Bishop Kuzdeba, H., Porter, C., & Hickey, P. A. (2018). Measuring care coordination in the pediatric cardiology ambulatory setting. Journal of Nursing Administration, 48 (2), 107–113. Lamb, G., Newhouse, R., Beverly, C., Toney, D. A., Cropley, S., Weaver, C. A., . . . Task Force Members. (2015). Policy agenda for nurse-led care coordination. Nursing Outlook, 63 (4), 521–530. Townsend, C. S., McNulty, M. Grillo-Peck, A. (2017). Implementing huddles improves care coordination in an academic health center. Professional Case Management, 22 (1), 29–35. Zolotorofe, I., Fortini, R., Hash, P., Daniels, A., Orsolini, L., Mazzoccoli, A., & Gerardi, T. (2018). Return on investment for the baccalaureate-prepared RN in ambulatory care. JONA: The Journal of Nursing Administration , 48 (3), 123–126. ETHICS AND COMMUNITY CARE As you read the following documents, focus on how ethics impacts community care, and consider the cultural implications. American Nurses Association. (2015). Code of ethics for nurses with interpretive statements . Silver Spring, MD: Author. Magelssen, M., Gjerberg, E., Lillemoen, L., Førde, R., Pedersen, R. (2018). Ethics support in community care makes a difference for practice . Nursing Ethics, 25 (2), 165–173. EFFECTIVE PRESENTATIONS The following resources will help you create and deliver an effective presentation. Conquering Death by PowerPoint: The Seven Rules of Proper Visual Design . This video is a primer on presentation design. Approximate run time: 45:00. Creating a Presentation: A Guide to Writing and Speaking . This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage. assessment_1___2_nurs_fpx4050.docx preliminary_care_coordination_plan_scoring_guide.pdf Preliminary Care Coordination Plan Discussion. Assessment 1: Preliminary Care Coordination Plan • Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care. NOTE: You are required to complete this assessment before Assessment 4. The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a hypothetical individual in your community as you consider the hypothetical patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • Competency 1: Adapt care based on patient-centered and person-focused factors. • Analyze a health concern and the associated best practices for health improvement. • Competency 2: Collaborate with patients and family to achieve desired outcomes. • Describe specific goals that should be established to address a selected health care problem. • Competency 3: Create a satisfying patient experience. • Identify available community resources for a safe and effective continuum of care. • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. To prepare for this assessment, you may wish to: • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. • Allow plenty of time to plan your chosen health care concern. Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Preliminary Care Coordination Plan Discussion. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Note: You are required to complete this assessment before Assessment 4. Develop the Preliminary Care Coordination Plan Complete the following: • Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to: • Stroke. • Heart disease (high blood pressure, stroke, or heart failure). • Home safety. • Pulmonary disease (COPD or fibrotic lung disease). • Orthopedic concerns (hip replacement or knee replacement). • Cognitive impairment (Alzheimer’s disease or dementia). • Pain management. • Mental health. • Trauma. • Identify available community resources for a safe and effective continuum of care. Document Format and Length • Your preliminary plan should be an APA scholarly paper, 3–4 pages in length. • Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness. • In your paper include possible community resources that can be used. • Be sure to review the scoring guide to make sure all criteria are addressed in your paper. • Study the subtle differences between basic, proficient, and distinguished. Supporting Evidence Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. • Analyze your selected health concern and the associated best practices for health improvement. • Cite supporting evidence for best practices. • Consider underlying assumptions and points of uncertainty in your analysis. • Describe specific goals that should be established to address the health care problem. • Identify available community resources for a safe and effective continuum of care. • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. • Write with a specific purpose with your patient in mind. • Adhere to scholarly and disciplinary writing standards and current APA formatting requirements. Additional Requirements Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents. Portfolio Prompt: Save your presentation to your ePortfolio. • Helpful links FOR ASSESSMENT 1 http://www.improvingchroniccare.org/index.php?p=Family_Care_Network&s=344 http://www.improvingchroniccare.org/index.php?p=San_Francisco_General_Hospital&s=347 Here is the link to “The Affordable Care Act 10 Years In: What Nursing Leaders Should Know”: https://www.sciencedirect.com/science/article/pii/S1541461220300896 http://www.improvingchroniccare.org/index.php?p=Family_Care_Network&s=344 http://www.improvingchroniccare.org/index.php?p=San_Francisco_General_Hospital&s=347 PLEASE INCLUDE ARTICLES ON THE AFFORADABLE CARE ACT NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Preliminary Care Coordination Plan Discussion. Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination • Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length. As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care. This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care and will empower you to be a stronger advocate and nursing professional. It would be an excellent choice to complete the Vila Health: Ethical Decision-Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • Competency 4: Defend decisions based on the code of ethics for nursing. • Assess the impact of the code of ethics for nurses on the coordination and continuum of care. • Competency 5: Explain how health care policies affect patient-centered care. • Explain how governmental policies related to the health and/or safety of a community affect the coordination of care. • Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. • Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included. Preparation Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience. You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours. • Homeless shelters. • Local religious groups. • Nursing homes.NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Preliminary Care Coordination Plan Discussion. • Local community organizations (Rotary Club or Kiwanis Club). To prepare for this assessment, you may wish to: • Research your selected community organization or support group. • Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA. • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete. • Allocate sufficient time to rehearse your presentation before recording the final version for submission. Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Recording Equipment Setup and Testing Check that your audio speaker and PowerPoint software are working properly. You can record audio directly to your slides, using PowerPoint or other presentation software. Note: Technical support about the use of PowerPoint, including voice recording and speaker notes, can be found on Campus’s Microsoft Office Software page. • If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your presentation in the courseroom. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Instructions For this assessment: • Choose the community organization or support group that you plan to address. • Develop a PowerPoint with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required. Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes. For this assessment, develop your presentation slide

Nursing

NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Assessment 1: Preliminary Care Coordination Plan Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care. NOTE: You are required to complete this assessment before Assessment 4. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a hypothetical individual in your community as you consider the hypothetical patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Analyze a health concern and the associated best practices for health improvement. Competency 2: Collaborate with patients and family to achieve desired outcomes. Describe specific goals that should be established to address a selected health care problem. Competency 3: Create a satisfying patient experience. Identify available community resources for a safe and effective continuum of care. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. To prepare for this assessment, you may wish to: Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Allow plenty of time to plan your chosen health care concern. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Note: You are required to complete this assessment before Assessment 4. Develop the Preliminary Care Coordination Plan Complete the following: Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to: Stroke. Heart disease (high blood pressure, stroke, or heart failure). Home safety. Pulmonary disease (COPD or fibrotic lung disease). Orthopedic concerns (hip replacement or knee replacement). Cognitive impairment (Alzheimer’s disease or dementia). Pain management. Mental health. Trauma. Identify available community resources for a safe and effective continuum of care. Document Format and Length Your preliminary plan should be an APA scholarly paper, 3–4 pages in length. Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness. In your paper include possible community resources that can be used. Be sure to review the scoring guide to make sure all criteria are addressed in your paper. Study the subtle differences between basic, proficient, and distinguished. Supporting Evidence Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Analyze your selected health concern and the associated best practices for health improvement. Cite supporting evidence for best practices. Consider underlying assumptions and points of uncertainty in your analysis. Describe specific goals that should be established to address the health care problem. Identify available community resources for a safe and effective continuum of care. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Write with a specific purpose with your patient in mind. Adhere to scholarly and disciplinary writing standards and current APA formatting requirements. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Additional Requirements Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents. Portfolio Prompt: Save your presentation to your ePortfolio . Helpful links FOR ASSESSMENT 1 http://www.improvingchroniccare.org/index.php?p=Family_Care_Network&s=344 http://www.improvingchroniccare.org/index.php?p=San_Francisco_General_Hospital&s=347 Here is the link to “The Affordable Care Act 10 Years In: What Nursing Leaders Should Know”: https://www.sciencedirect.com/science/article/pii/S1541461220300896 http://www.improvingchroniccare.org/index.php?p=Family_Care_Network&s=344 http://www.improvingchroniccare.org/index.php?p=San_Francisco_General_Hospital&s=347 PLEASE INCLUDE ARTICLES ON THE AFFORADABLE CARE ACT Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length. As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care. This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care and will empower you to be a stronger advocate and nursing professional. It would be an excellent choice to complete the Vila Health: Ethical Decision-Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 4: Defend decisions based on the code of ethics for nursing. Assess the impact of the code of ethics for nurses on the coordination and continuum of care. Competency 5: Explain how health care policies affect patient-centered care. Explain how governmental policies related to the health and/or safety of a community affect the coordination of care. Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included. Preparation Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience. You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours. Homeless shelters. Local religious groups. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Nursing homes. Local community organizations (Rotary Club or Kiwanis Club). To prepare for this assessment, you may wish to: Research your selected community organization or support group. Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA. Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete. Allocate sufficient time to rehearse your presentation before recording the final version for submission. Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Recording Equipment Setup and Testing Check that your audio speaker and PowerPoint software are working properly. You can record audio directly to your slides, using PowerPoint or other presentation software. Note: Technical support about the use of PowerPoint, including voice recording and speaker notes, can be found on Campus’s Microsoft Office Software page. If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your presentation in the courseroom. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Instructions For this assessment: Choose the community organization or support group that you plan to address. Develop a PowerPoint with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required. Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes. For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are not required to deliver your presentation to an actual audience. Presentation Format and Length You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voice over. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues. Be sure that your slide deck includes the following slides: Title slide. Presentation title. Your name. Date. Course number and title. References (at the end of your presentation). Your slide deck should consist of 10–12 slides, not including a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes. Create a detailed narrative script for your presentation, approximately 4–5 pages in length. Supporting Evidence Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script. Grading Requirements The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Explain how governmental policies related to the health and/or safety of the community affect the coordination of care. Provide examples of a specific policy affecting the organization or group. Refer to the assessment resources for help in locating relevant policies. Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA). Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. What are the implications and consequences of specific policy provisions? What evidence do you have to support your conclusions? Assess the impact of the code of ethics for nurses on the coordination and continuum of care. Consider the factors that contribute to health, health disparities, and access to services. Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment. Provide evidence to support your conclusions. Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included for a proficient score; both speaker notes and the audio voice over are included for a distinguished score. Present a concise overview. Support your main points and conclusions with relevant and credible evidence. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Additional Requirements Before submitting your assessment, proofread your presentation slides and speaker notes to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your presentation. Portfolio Prompt: Save your presentation to your ePortfolio . Submissions to the ePortfolio will be part of your final Capstone course. HELPFUL LINKS POLICY AND ETHICS As you read the following, consider how policy and ethics relate to your current role and the role of the care coordinator. Bower, K. A. (2016). Nursing leadership and care coordination: Creating excellence in coordinating care across the continuum. Nursing Administration Quarterly, 40 (2), 98–102. Collins, B. L. Saylor, J. (2018). The Affordable Care Act: 8 years later. Nursing Management, 49 (8), 42–48. Connor, J. A., Antonelli, R. C., O’Connell, C. A., Bishop Kuzdeba, H., Porter, C., & Hickey, P. A. (2018). Measuring care coordination in the pediatric cardiology ambulatory setting. Journal of Nursing Administration, 48 (2), 107–113. Lamb, G., Newhouse, R., Beverly, C., Toney, D. A., Cropley, S., Weaver, C. A., . . . Task Force Members. (2015). Policy agenda for nurse-led care coordination. Nursing Outlook, 63 (4), 521–530. Townsend, C. S., McNulty, M. Grillo-Peck, A. (2017). Implementing huddles improves care coordination in an academic health center. Professional Case Management, 22 (1), 29–35. Zolotorofe, I., Fortini, R., Hash, P., Daniels, A., Orsolini, L., Mazzoccoli, A., & Gerardi, T. (2018). Return on investment for the baccalaureate-prepared RN in ambulatory care. JONA: The Journal of Nursing Administration , 48 (3), 123–126. ETHICS AND COMMUNITY CARE As you read the following documents, focus on how ethics impacts community care, and consider the cultural implications. American Nurses Association. (2015). Code of ethics for nurses with interpretive statements . Silver Spring, MD: Author. Magelssen, M., Gjerberg, E., Lillemoen, L., Førde, R., Pedersen, R. (2018). Ethics support in community care makes a difference for practice . Nursing Ethics, 25 (2), 165–173. EFFECTIVE PRESENTATIONS The following resources will help you create and deliver an effective presentation. Conquering Death by PowerPoint: The Seven Rules of Proper Visual Design . This video is a primer on presentation design. Approximate run time: 45:00. Creating a Presentation: A Guide to Writing and Speaking . This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage. assessment_1___2_nurs_fpx4050.docx preliminary_care_coordination_plan_scoring_guide.pdf Assessment 1: Preliminary Care Coordination Plan • Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care. NOTE: You are required to complete this assessment before Assessment 4. The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a hypothetical individual in your community as you consider the hypothetical patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • Competency 1: Adapt care based on patient-centered and person-focused factors. • Analyze a health concern and the associated best practices for health improvement. • Competency 2: Collaborate with patients and family to achieve desired outcomes. • Describe specific goals that should be established to address a selected health care problem. • Competency 3: Create a satisfying patient experience. • Identify available community resources for a safe and effective continuum of care. • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. To prepare for this assessment, you may wish to: • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. • Allow plenty of time to plan your chosen health care concern. Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Note: You are required to complete this assessment before Assessment 4. Develop the Preliminary Care Coordination Plan Complete the following: • Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to: • Stroke. • Heart disease (high blood pressure, stroke, or heart failure). • Home safety. • Pulmonary disease (COPD or fibrotic lung disease). • Orthopedic concerns (hip replacement or knee replacement). • Cognitive impairment (Alzheimer’s disease or dementia). • Pain management. • Mental health. • Trauma. • Identify available community resources for a safe and effective continuum of care. Document Format and Length • Your preliminary plan should be an APA scholarly paper, 3–4 pages in length. • Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness. • In your paper include possible community resources that can be used. • Be sure to review the scoring guide to make sure all criteria are addressed in your paper. • Study the subtle differences between basic, proficient, and distinguished. Supporting Evidence Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. • Analyze your selected health concern and the associated best practices for health improvement. • Cite supporting evidence for best practices. • Consider underlying assumptions and points of uncertainty in your analysis. • Describe specific goals that should be established to address the health care problem. • Identify available community resources for a safe and effective continuum of care. • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. • Write with a specific purpose with your patient in mind. • Adhere to scholarly and disciplinary writing standards and current APA formatting requirements. Additional Requirements Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents. Portfolio Prompt: Save your presentation to your ePortfolio. • Helpful links FOR ASSESSMENT 1 http://www.improvingchroniccare.org/index.php?p=Family_Care_Network&s=344 http://www.improvingchroniccare.org/index.php?p=San_Francisco_General_Hospital&s=347 Here is the link to “The Affordable Care Act 10 Years In: What Nursing Leaders Should Know”: https://www.sciencedirect.com/science/article/pii/S1541461220300896 http://www.improvingchroniccare.org/index.php?p=Family_Care_Network&s=344 http://www.improvingchroniccare.org/index.php?p=San_Francisco_General_Hospital&s=347 PLEASE INCLUDE ARTICLES ON THE AFFORADABLE CARE ACT NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination • Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length. As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care. This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care and will empower you to be a stronger advocate and nursing professional. It would be an excellent choice to complete the Vila Health: Ethical Decision-Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • Competency 4: Defend decisions based on the code of ethics for nursing. • Assess the impact of the code of ethics for nurses on the coordination and continuum of care. • Competency 5: Explain how health care policies affect patient-centered care. • Explain how governmental policies related to the health and/or safety of a community affect the coordination of care. • Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. • Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included. Preparation Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience. You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours. • Homeless shelters. • Local religious groups. • Nursing homes.NURS FPX 4050 CSCC Preliminary Care Coordination Plan Discussion • Local community organizations (Rotary Club or Kiwanis Club). To prepare for this assessment, you may wish to: • Research your selected community organization or support group. • Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA. • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete. • Allocate sufficient time to rehearse your presentation before recording the final version for submission. Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Recording Equipment Setup and Testing Check that your audio speaker and PowerPoint software are working properly. You can record audio directly to your slides, using PowerPoint or other presentation software. Note: Technical support about the use of PowerPoint, including voice recording and speaker notes, can be found on Campus’s Microsoft Office Software page. • If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your presentation in the courseroom. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Instructions For this assessment: • Choose the community organization or support group that you plan to address. • Develop a PowerPoint with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required. Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes. For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are not required to deliver your presentation to an actual audience. Presentation Format and Length You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voice over. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues. Be

Nursing

NURS-6521N-27 Advanced Pharmacology Papers NURS-6521N-27 Advanced Pharmacology Papers NURS-6521N-27 Advanced Pharmacology Papers Week 1: Basic Pharmacotherapeutic Concepts/Ethical and Legal Aspects of Prescribing How do beta-blockers work? What exactly do antibiotics do to the bacteria they target? What effects does an anti-depressant have on blood flow? Questions like these are related to the underlying pharmacokinetic and pharmacodynamic processes of pharmacotherapeutics. As an advanced practice nurse, understanding these fundamental pharmacotherapeutic concepts is important to ensure that the prescription drugs you recommend for your patients will be safe and effective to treat and/or manage their symptoms. Additionally, as the advanced practice nurse, it is your responsibility to ensure that when prescribing prescription drugs, you adhere to the ethical and legal principles set forth for prescribing drugs as an added layer of protection and safety for the patients you will treat. NURS-6521N-27 Advanced Pharmacology Papers This week, you will analyze factors that may influence pharmacokinetic and pharmacodynamics processes of a patient and assess the details of a personalized plan of care that you develop based on influencing factors and patient history. You will also evaluate and analyze ethical and legal implications and practices related to prescribing drugs, including disclosure and nondisclosure, and analyze the process of writing prescriptions to avoid medication errors. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Learning Objectives Students will: Analyze factors that influence pharmacokinetic and pharmacodynamic processes in patients Assess patient factors and history to develop personalized plans of care Evaluate ethical and legal implications related to prescribing drugs Analyze ethical and legal practices of prescribing drugs Analyze strategies to address disclosure and nondisclosure Justify advanced practice nurse strategies to guide prescription drug decision-making Analyze the process of writing prescriptions to avoid medication errors Learning Resources Required Readings (click to expand/reduce) Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers . St. Louis, MO: Elsevier. Chapter 1, “Prescriptive Authority” (pp. 1–3) Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 5–9) Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 11–16) Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40) Chapter 5, “Adverse Drug Reactions and Medical Errors” (pp. 41–49) Chapter 6, “Individual Variation in Drug Response” (pp. 51–56) American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67 (4), 674–694. doi:10.1111/jgs.15767 American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center. This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults. Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm This website outlines the code of federal regulations for prescription drugs. Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html This website outlines the schedules for controlled substances, including prescriptive authority for each schedule. Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.legalsideofpain.com/uploads/pract_manual090506.pdf This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs. Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/drugreg/index.html This website details key aspects of drug registration. Fowler, M. D. M., & American Nurses Association. (2015). Guide to the Code of Ethics for Nurses with Interpretive Statements: Development, Interpretation, and Application (2nd ed.). Silver Spring, Maryland: American Nurses Association. This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice. Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/error-prone-abbreviations-list This website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors. Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12 (3), 166–173. doi:10.1016/j.nurpra.2015.09.17 This article provides NPs with information regarding state-based laws for NP prescribing. Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist?led educational intervention for nurse practitioner students. Journal of the American Association ofNursePractitioners, 29 (5), 248–254. doi:10.1002/2327-6924.12446 The authors of this article assess the impact of a pharmacist?led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator. Required Media (click to expand/reduce) Introduction to Advanced Pharmacology Meet Dr. Terry Buttaro, associate professor of practice at Simmons College of Nursing and Health Sciences as she discusses the importance of pharmacology for the advanced practice nurse. (8m) Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript Discussion: Pharmacokinetics and Pharmacodynamics As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders, it is important to not only understand the impact of disorders on the body, but also the impact of drug treatments on the body. The relationships between drugs and the body can be described by pharmacokinetics and pharmacodynamics. Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body. Photo Credit: Getty Images/Ingram Publishing When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease. For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug. To Prepare Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics. Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug. Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease. Think about a personalized plan of care based on these influencing factors and patient history in your case study. By Day 3 of Week 1 Post a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples. By Day 6 of Week 1 Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by suggesting additional patient factors that might have interfered with the pharmacokinetic and pharmacodynamic processes of the patients they described. In addition, suggest how the personalized plan of care might change if the age of the patient were different and/or if the patient had a comorbid condition, such as renal failure, heart failure, or liver failure. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Submission and Grading Information Grading Criteria To access your rubric: Week 1 Discussion Rubric Post by Day 3 of Week 1 and Respond by Day 6 of Week 1 To Participate in this Discussion: Week 1 Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6521_Week1_Discussion_Rubric Grid View List View Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. NURS-6521N-27 Advanced Pharmacology Papers Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. NURS-6521N-27 Advanced Pharmacology Papers Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by day 3 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not post by day 3 First Response 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 15 (15%) – 16 (16%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. NURS-6521N-27 Advanced Pharmacology Papers Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. . Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. NURS-6521N-27 Advanced Pharmacology Papers 0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days Total Points: 100 Name: NURS_6521_Week1_Discussion_Rubric NURS-6521N-27 Advanced Pharmacology Papers Week 2: Cardiovascular System Alterations of the cardiovascular system can cause serious adverse events and may lead to death when not treated in a timely and safe manner. Unfortunately, many patients with cardiovascular disorders are unaware until complications appear. In clinical settings, patients often present with symptoms of several cardiovascular disorders, making it essential for you, as the advanced practice nurse, to be able to recognize these symptoms and recommend appropriate drug treatment options. This week, you examine the impact of patient factors that may lead to changes in pharmacokinetic and pharmacodynamic processes on patient drug therapy for cardiovascular disorders. You also explore ways to improve drug therapy plans for cardiovascular disorders based on patient factors and overall health needs. Learning Objectives Students will: Analyze the influence of patient factors on pharmacokinetic and pharmacodynamic processes Analyze the impact of changes in pharmacokinetic and pharmacodynamic processes on patient drug therapies Evaluate drug therapy plans for cardiovascular disorders Learning Resources Required Readings (click to expand/reduce) Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers . St. Louis, MO: Elsevier. Chapter 34, “Review of Hemodynamics” (pp. 335–340) Chapter 35, “Diuretics” (pp. 341–349) Chapter 36, “Drugs Acting on the Renin-Angiotensin-Aldosterone System” (pp. 351–362) Chapter 37, “Calcium Channel Blockers” (pp. 363–369) Chapter 38, “Vasodilators” (pp. 371–373) Chapter 39, “Drugs for Hypertension” (pp. 375–388) Chapter 40, “Drugs for Heart Failure” (pp. 389–402) Chapter 41, “Antidysrhythmic Drugs” (pp. 403–418) Chapter 42, “Prophylaxis of Atherosclerotic Cardiovascular Disease: Drugs That Help Normalize Cholesterol and Triglyceride Levels” (pp. 419–439) Chapter 43, “Drugs for Angina Pectoris” (pp. 441–450) Chapter 44, “Anticoagulant and Antiplatelet Drugs” (pp. 451–472) Required Media (click to expand/reduce) Cardiovascular Disorders Meet Dr. Norbert Myslinski as he discusses ACE inhibitors, angiotensin inhibitors, beta-blockers, calcium channel blockers, and diuretics as different categories of hypertension drugs. What potential drugs might be best recommended for patients suffering from hypertension? (8m) Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Assignment: Pharmacotherapy for Cardiovascular Disorders …heart disease remains the No. 1 killer in America; nearly half of all Americans have high blood pressure, high cholesterol, or smoke—some of the leading risk factors for heart disease… —Murphy et al., 2018 Despite the high mortality rates associated with cardiovascular disorders, improved treatment options do exist that can help address those risk factors that afflict the majority of the population today. Photo Credit: Getty Images/Science Photo Library RF As an advanced practice nurse, it is your responsibility to recommend appropriate treatment options for patients with cardiovascular disorders. To ensure the safety and effectiveness of drug therapy, advanced practice nurses must consider aspects that might influence pharmacokinetic and pharmacodynamic processes such as medical history, other drugs currently prescribed, and individual patient factors. Reference: Murphy, S. L., Xu, J., Kochanek, K. D., & Arias, E. (2018). Mortality in the United States, 2017. Retrieved from https://www.cdc.gov/nchs/products/databriefs/db328.htm To Prepare Review the Resources for this module and consider the impact of potential pharmacotherapeutics for cardiovascular disorders introduced in the media piece. Review the case study assigned by your Instructor for this Assignment. Select one the following factors: genetics, gender, ethnicity, age, or behavior factors. Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes. Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy. Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient. By Day 7 of Week 2 Write a 2- to 3-page paper that addresses the following: Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned. Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples. Explain how you might improve the patient’s drug therapy plan and explain why you would make these recommended improvements. Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The College of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting. Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name. Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open . If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database . Click on the Submit button to complete your submission. NURS-6521N-27 Advanced Pharmacology Papers Grading Criteria To access your rubric: Week 2 Assignment Rubric Check Your Assignment Draft for Authenticity To check your Assignment draft for authenticity: Submit your Week 2 Assignment draft and review the originality report. Submit Your Assignment by Day 7 of Week 2 To participate in this Assignment: Week 2 Assignment ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6521_Week2_Assignment_Rubric Grid View List View Excellent Good Fair Poor Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned. 23 (23%) – 25 (25%) The response accurately and completely explains in detail how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient. NURS-6521N-27 Advanced Pharmacology Papers 20 (20%) – 22 (22%) The response provides a basic explanation of how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient. 18 (18%) – 19 (19%) The response inaccurately or vaguely explains how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient. 0 (0%) – 17 (17%) The response inaccurately and vaguely explains how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient, or is missing. Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples. 27 (27%) – 30 (30%) The response accurately and completely describes in detail how changes in the processes might impact the patient’s recommended drug therapy. Accurate, complete, and aligned examples are provided to support the response. 24 (24%) – 26 (26%) The response accurately describes how changes in the processes might impact the patient’s recommended drug therapy. Accurate examples may be provided to support the response. 21 (21%) – 23 (23%) The response inaccurately or vaguely describes how changes in the processes might impact the patient’s recommended drug therapy. Inaccurate or vague examples are provided to support the response. NURS-6521N-27 Advanced Pharmacology Papers 0 (0%) – 20 (20%) The response inaccurately and vaguely describes how changes in the processes might impact the patient’s recommended drug therapy, or is missing. Inaccurate and vague examples may be provided to support the response, or is missing. Explain how you might improve the patient’s drug therapy plan, and explain why you would make these recommended improvements. 27 (27%) – 30 (30%) The response accurately and clearly explains in detail how to improve the patient’s drug therapy plan. The response includes an accurate and detailed explanation to support the recommended improvements. 24 (24%) – 26 (26%) The response accurately explains how to improve the patient’s drug therapy plan. The response may include an accurate explanation to support the recommended improvements. 21 (21%) – 23 (23%) The response inaccurately or vaguely explains how to improve the patient’s drug therapy plan. The response may include an inaccurate, vague, or misaligned explanation to support the recommended improvements. 0 (0%) – 20 (20%) The response inaccurately and vaguely explains how to improve the patient’s drug therapy plan, or is missing. The response may include an inaccurate and vague explanation to support the recommended improvements, 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. 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors 4 (4%) – 4 (4%) Contains a few (1–2) grammar, spelling, and punctuation errors 3.5 (3.5%) – 3.5 (3.5%) Contains several (3–4) grammar, spelling, and punctuation errors 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. 5 (5%) – 5 (5%) Uses correct APA format with no errors. NURS-6521N-27 Advanced Pharmacology Papers 4 (4%) – 4 (4%) Contains a few (1–2) APA format errors 3.5 (3.5%) – 3.5 (3.5%) Contains several (3–4) APA format errors 0 (0%) – 3 (3%) Contains many (? 5) APA format errors Total Points: 100 Name: NURS_6521_Week2_Assignment_Rubric NURS-6521N-27 Advanced Pharmacology Papers Week 3: Respiratory System Asthma and chronic obstructive pulmonary disease (COPD) are significant public health burdens. Currently, more than 25 million people in the United States have asthma (HealthyPeople.gov, 2019). As an advanced practice nurse, you will likely encounter patients who will present with respiratory disorders, including asthma or COPD. Understanding specific treatment protocols as well as the types of pharmacotherapeutics used to treat respiratory disorders is important to ensure the effective and safe delivery of advanced nursing practice. This week, you will evaluate drug therapy plans for patients who present with asthma and analyze the stepwise approach to asthma treatment and management from a patient in your professional practice. Reference: HealthyPeople.gov. (2019). Respiratory diseases. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/respiratory-diseases Learning Objectives Students will: Evaluate drug therapy plans for asthma Assess the impact of asthma treatments on patients Analyze the stepwise approach to asthma treatment and management Learning Resources Required Readings (click to expand/reduce) Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers . St. Louis, MO: Elsevier. Chapter 60, “Drugs for Asthma and Chronic Obstructive Pulmonary Disease” (pp. 673–693) Chapter 61, “Drugs for Allergic Rhinitis, Cough, and Colds” (pp. 695–702) Document: APA Presentation Template Optional Resources (click to expand/reduce) National Heart Lung and Blood Institute. (2007). Expert panel report 3 (EPR3): Guidelines for the diagnosis and management of asthma. Retrieved from http://www.nhlbi.nih.gov/guidelines/asthma/asthgdln.htm This web resource presents guidelines for diagnosing and managing asthma and outlines treatment recommendations for specific age groups. Assignment: Asthma and Stepwise Management Asthma is a respiratory disorder that affects children and adults. Advanced practice nurses often provide treatment to patients with these disorders. Sometimes patients require immediate treatment, making it essential that you recognize and distinguish minor asthma symptoms from serious, life-threatening ones. Since symptoms and attacks are often induced by a trigger, advanced practice nurses must also help patients identify their triggers and recommend appropriate management options. Like many other disorders, there are various approaches to treating and managing care for asthmatic patients depending on individual patient factors. Photo Credit: Getty Images One method that supports the clinical decision making of drug therapy plans for asthmatic patients is the stepwise approach, which you explore in this Assignment. To Prepare Reflect on drugs used to treat asthmatic patients, including long-term control and quick relief treatment options for patients. Think about the impact these drugs might have on patients, including adults and children. Consider how you might apply the stepwise approach to address the health needs of a patient in your practice. Reflect on how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. By Day 7 of Week 3 Create a 5- to 6-slide PowerPoint presentation that can be used in a staff development meeting on presenting different approaches for implementing the stepwise approach for asthma treatment. Be sure to address the following: Describe long-term control and quick relief treatment options for the asthma patient from your practice as well as the impact these drugs might have on your patient. Explain the stepwise approach to asthma treatment and management for your patient. Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific. Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name. Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open . If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database . Click on the Submit button to complete your submission. NOTE: SafeAssign does not accept files over 10MB in size. Please attempt to keep your files under 10MB. Grading Criteria To

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NURS-6501N-51 Advanced Pathophysiology Papers NURS-6501N-51 Advanced Pathophysiology Papers NURS-6501N-51 Advanced Pathophysiology Papers Week 1: Cellular Processes and the Genetic Environment One of the more common biology analogies refers to cells as the “building blocks” of life. This rightfully places an emphasis on understanding cells, cellular behavior, and the impact of the environment in which they function. Such an understanding helps explain how healthy cell activity contributes to good health. Just as importantly, it helps explain how breakdowns in cellular behavior and alterations to cells lead to health issues. This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Learning Objectives Students will: Evaluate cellular processes and alterations within cellular processes Evaluate the impact of the genetic environment on disease Learning Resources Required Readings (click to expand/reduce) McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier. Chapter 1: Cellular Biology; Summary Review Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents (pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review Chapter 7: Innate Immunity: Inflammation and Wound Healing Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review Chapter 10: Infection (pp. 289–303; stop at Infectious parasites and protozoans); (start at HIV); Summary Review Chapter 11: Stress and Disease (stop at Stress, illness & coping) ; Summary Review Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In StatPearls . Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/ Credit Line : Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls Required Media (click to expand/reduce) Module 1 Overview with Dr. Tara Harris Dr. Tara Harris reviews the structure of Module 1 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Discussion and Assignment. (4m) Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript Immunity and Inflammation Khan Academy (2010, February 24). Inflammatory response | Human anatomy and physiology | Health & medicine [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk Note: The approximate length of the media program is 14 minutes. Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds Note : The approximate length of the media program is 37 minutes. Acid-Base Balance #1 MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained clearly [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE Note: The approximate length of the media program is 13 minutes. Acid-Base Balance #2 MedCram. (2012, April 29). Medical acid base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI Note: The approximate length of the media program is 15 minutes. Hyponatremia MedCram. (2017, December 23). Hyponatremia explained clearly (remastered) – Electrolyte imbalances [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M Note: The approximate length of the media program is 15 minutes. Online Media from?Pathophysiology: The Biologic Basis for Disease in Adults and Children. NURS-6501N-51 Advanced Pathophysiology Papers In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children . Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance. Note : To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student To Register to View the Content Go to https://evolve.elsevier.com/cs/store?role=student Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children , or ISBN 9780323654395 (name of text without the edition number) in the Search textbox. Complete the registration process. To View the Content for This Text Go to https://evolve.elsevier.com/ Click on Student Site. Type in your username and password. Click on the Login button. Click on the plus sign icon for Resources on the left side of the screen. Click on the name of the textbook for this course. Expand the menu on the left to locate all the chapters. Navigate to the desired content (checklists, videos, animations, etc.). Note : Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content. Discussion: Alterations in Cellular Processes Photo Credit: Getty Images At its core, pathology is the study of disease. Diseases occur for many reasons. But some, such as cystic fibrosis and Parkinson’s Disease, occur because of alterations that prevent cells from functioning normally. Understanding of signals and symptoms of alterations in cellular processes is a critical step in diagnosis and treatment of many diseases. For the Advanced Practice Registered Nurse (APRN), this understanding can also help educate patients and guide them through their treatment plans. For this Discussion, you examine a case study and explain the disease that is suggested. You examine the symptoms reported and explain the cells that are involved and potential alterations and impacts. To prepare: By Day 1 of this week, you will be assigned to a specific scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor. By Day 3 of Week 1 Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: The role genetics plays in the disease. Why the patient is presenting with the specific symptoms described. The physiologic response to the stimulus presented in the scenario and why you think this response occurred. The cells that are involved in this process. How another characteristic (e.g., gender, genetics) would change your response. Read a selection of your colleagues’ responses. By Day 6 of Week 1 Respond to at least two of your colleagues on 2 different days and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Submission and Grading Information Grading Criteria To access your rubric: Week 1 Discussion Rubric Post by Day 3 of Week 1 and Respond by Day 6 of Week 1 To Participate in this Discussion: Week 1 Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6501_Discussion_Rubric. NURS-6501N-51 Advanced Pathophysiology Papers Grid View List View Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) – 44 (44%) Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. NURS-6501N-51 Advanced Pathophysiology Papers At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. NURS-6501N-51 Advanced Pathophysiology Papers Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by Day 3. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not post main post by Day 3. First Response 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. NURS-6501N-51 Advanced Pathophysiology Papers Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. NURS-6501N-51 Advanced Pathophysiology Papers 0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on 3 different days. 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) N/A 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Total Points: 100 Name: NURS_6501_Discussion_Rubric NURS-6501N-51 Advanced Pathophysiology Papers Week 2: Altered Physiology With a place squarely in the spotlight for patients diagnosed with all manner of disease, APRNs must demonstrate not only support and compassion, but expertise to guide patients’ understanding of diagnoses and treatment plans. This expertise goes beyond an understanding of disease and sciences, such as cellular pathophysiology. APRNs must become experts in their patients, understanding their medical backgrounds, pertinent characteristics, and other variables that can be factors in their diagnoses and treatments. This week, you examine alterations in the immune system and the resultant disease processes. You consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology. Learning Objectives Students will: Evaluate cellular processes and alterations within cellular processes Analyze alterations in the immune system that result in disease processes Identify racial/ethnic variables that may impact physiological functioning Evaluate the impact of patient characteristics on disorders and altered physiology Learning Resources Required Readings (click to expand/reduce) McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier. Chapter 1: Cellular Biology; Summary Review Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents(pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases, Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review Chapter 7: Innate Immunity: Inflammation and Wound Healing Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review Chapter 10: Infection (stop at Infectious parasites and protozoans); (start at HIV); Summary Review Chapter 11: Stress and Disease (stop at Stress, illness & coping) ; Summary Review Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review Note : You previously read these chapters in Week 1 and you are encouraged to review once again for this week. Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In StatPearls . Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/ ? Credit Line : Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls. Note : This article was presented in the Week 1 resources. If you read it previously you are encouraged to review it this week. Required Media (click to expand/reduce) Immunity and Inflammation Khan Academy (2010, February 24). Inflammatory response | Human anatomy and physiology | Health & medicine [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk Note : The approximate length of the media program is 14 minutes. Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds Note : The approximate length of the media program is 37 minutes. Acid-Base Balance #1 MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained clearly [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE Note : The approximate length of the media program is 13 minutes. Acid-Base Balance #2 MedCram. (2012, April 29). Medical acid base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI Note : The approximate length of the media program is 15 minutes. Hyponatremia MedCram. (2017, December 23). Hyponatremia explained clearly [LK1] (remastered) – Electrolyte imbalances [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M Note : The approximate length of the media program is 15 minutes. Online Media from?Pathophysiology: The Biologic Basis for Disease in Adults and Children. NURS-6501N-51 Advanced Pathophysiology Papers In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children . Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance. Note : To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student To Register to View the Content Go to https://evolve.elsevier.com/cs/store?role=student Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children , or ISBN 9780323654395 (name of text without the edition number) in the Search textbox. Complete the registration process. To View the Content for This Text Go to https://evolve.elsevier.com/ Click on Student Site. Type in your username and password. Click on the Login button. Click on the plus sign icon for Resources on the left side of the screen. Click on the name of the textbook for this course. Expand the menu on the left to locate all the chapters. Navigate to the desired content (checklists, videos, animations, etc.). Note : Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content. Module 1 Assignment: Case Study Analysis An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity. Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact. Photo Credit: Getty Images/Hero Images An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans. In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health. To prepare: By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor. The Assignment (1- to 2-page case study analysis) Develop a 1- to 2-page case study analysis in which you: Explain why you think the patient presented the symptoms described. Identify the genes that may be associated with the development of the disease. Explain the process of immunosuppression and the effect it has on body systems. By Day 7 of Week 2 Submit your Case Study Analysis Assignment by Day 7 of Week 2 . Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates ). All papers submitted must use this formatting. NURS-6501N-51 Advanced Pathophysiology Papers Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “M1Assgn+last name+first initial.(extension)” as the name. Click the Module 1 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Module 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M1Assgn+last name+first initial.(extension)” and click Open . If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database . Click on the Submit button to complete your submission. Grading Criteria To access your rubric: Module 1 Assignment Rubric Check Your Assignment Draft for Authenticity To check your Assignment draft for authenticity: Submit your Module 1 Assignment draft and review the originality report. Submit Your Assignment by Day 7 of Week 2 To participate in this Assignment: Module 1 Assignment ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6501_Module1_Case Study_Assignment_Rubric. NURS-6501N-51 Advanced Pathophysiology Papers Grid View List View Excellent Good Fair Poor Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following: Explain why you think the patient presented the symptoms described. 28 (28%) – 30 (30%) The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation. 25 (25%) – 27 (27%) The response describes the patient symptoms. The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation. 23 (23%) – 24 (24%) The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research. 0 (0%) – 22 (22%) The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research. Identify the genes that may be associated with the development of the disease. 23 (23%) – 25 (25%) The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease. 20 (20%) – 22 (22%) The response includes an accurate analysis of the genes that may be associated with the development of the disease. 18 (18%) – 19 (19%) The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease. 0 (0%) – 17 (17%) The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing. Explain the process of immunosuppression and the effect it has on body systems. 28 (28%) – 30 (30%) The response includes an accurate, complete, detailed, and specific explanation of the process of immunosuppression and the effect it has on body systems. 25 (25%) – 27 (27%) The response includes an accurate explanation of the process of immunosuppression and the effect it has on body systems. NURS-6501N-51 Advanced Pathophysiology Papers 23 (23%) – 24 (24%) The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems. 0 (0%) – 17 (17%) The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems. 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. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. NURS-6501N-51 Advanced Pathophysiology Papers A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. 3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. 0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) – 2 (2%) 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 heads, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%) Uses correct APA format with no errors. 4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors. NURS-6501N-51 Advanced Pathophysiology Papers 3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors. 0 (0%) – 2 (2%) Contains many (? 5) APA format errors. Total Points: 100 NURS-6501N-51 Advanced Pathophysiology Papers Week 3: Concepts of Cardiovascular and Respiratory Disorders The circulatory system and the respiratory system are powerful partners in health. While they work closely together in good health, a disease or disorder that manifests in one can have a significant impact on both, hampering the pair’s ability to collaborate. Cardiovascular and respiratory disease and disorders are among the most common reasons for hospital visits, and among the leading causes of fatality. Heart disease and pneumonias are among the most familiar, but a wide variety of issues can impact physiological functioning of one or both systems. This week, you examine fundamental concepts of cardiovascular and respiratory disorders. You explore common diseases and disorders that impact these systems, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients. Learning Objectives Students will: Analyze concepts and principles of pathophysiology across the lifespan Learning Resources Required Readings (click to expand/reduce) McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier. Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review Chapter 35: Structure and Function of the Pulmonary System; Summary Review Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review Inamdar, A. A. & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization, 5 (7). doi:10.3390/jcm5070062 Required Media (click to expand/reduce) Module 2 Overview with Dr. Tara Harris Dr. Tara Harris reviews the structure of Module 2 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and Assignment. (4m) Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript Pneumonia MedCram. (2015, September 14). Pneumonia explained clearly by MedCram.com [Video file]. Retrieved from https://www.youtube.com/watch?v=nqyPECmkSeo Note : The approximate length of the media program is 13 minutes. Online Media from?Pathophysiology: The Biologic Basis for Disease in Adults and Children In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children . Focus on the videos and animations in Chapters 32, 33, 35, and 36 that relate to cardiorespiratory systems and alteration in cardiorespiratory systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/ Knowledge Check: Cardiovascular and Respiratory Disorders. NURS-6501N-51 Advanced Pathophysiology Papers In this exercise, you will complete a 10- to 20-question Knowledge Check to gauge your understanding of this module’s content. Possible topics covered in this Knowledge Check include: myocardial infarction endocarditis myocarditis valvular disorders lipid panels coagulation clotting cascade deep vein thrombosis hypertension heart failure COPD asthma pneumonias Photo Credit: Getty Images/Science Photo Library RF Complete the Knowledge Check by Day 7 of Week 3 To complete this Knowledge Check: Module 2 Knowledge Check NURS-6501N-51

EDCO 725 Project: Teaching Demonstration Assignment EDCO 725 Project: Teaching Demonstration Assignment Permalink: https://nursingpaperessays.com/ edco-725-project…ation-assignment / Class Project: Teaching Demonstration Assignment Instructions Overview Your class project is to design a 40-60 minute teaching lesson incorporating the main elements of this class: EDCO 725 Project: Teaching Demonstration Assignment Emphasis on critical thinking Use of active learning strategies Incorporating andragogy (adult learning theory) You will not actually present this lesson but will simply design your teaching demonstration. By now you should have mastered the content for each of these elements. It might help to review class content before you complete this project. Critical Thinking : as we have emphasized all term, the essence of graduate school should be critical thinking , rather than just adding more knowledge to your understanding. You have read invaluable content on stimulating thought and implementing the highest levels of thought from Bloom’s Taxonomy and the Anderson and Krathwohl revision of Bloom. In your class project, you will primarily challenge your students with the highest level of thought –application, analysis, evaluation, creation, etc. Your teaching demonstration is not primarily a lecture, in which you simply impart knowledge, but exercises designed to challenge and stimulate thinking. If you just present a lecture, you will not pass this final project. EDCO 725 Project: Teaching Demonstration Assignment Active Learning : the class content had excellent discussion on the concept of active learning. While lecture has a place in higher education, your students are best served in an environment in which they learning actively. You were introduced to numerous active learning strategies through the class content and you will demonstrate several active learning techniques in this final project. For sure, you may need to present some basic information (lecture, video, etc.) but most of your time should be taken up with your active learning strategies. Doing so should make your proposed teaching demonstration exciting, challenging, and even fun. Adult Learning Theory : you also read a lot about andragogy and you are tasked with incorporating adult learning principles into your proposed teaching demonstration. Instructions Elements of the Final Project Literature Review The teaching topic you chose in week one was a narrowed focus in a larger body of research. You may have an interest in a particular therapy technique applied to a specific diagnosis. In your first section, provide a brief overview of the body of research, and then how you narrowed down your focus in order to emphasize higher-order thinking. You will have your students attempt to solve a particular problem in the research on a topic, apply concepts to a new application, come up with a unique treatment plan, etc. In this first section, you will lay out the foundation for what you propose to do, by drawing from the research literature on the topic. In essence, you will present a brief literature review and justification for narrowing your focus to your specific teaching topic. Make sure to cite your research correctly per APA. Length: the length of your literature review will vary according to the topic and the depth of the research. Make the literature review of sufficient length to explain the foundation for your active learning activities and HOTS emphasis. Most likely several pages will be necessary. Learning Objectives (LOs) A strong teaching demonstration begins with strong learning objectives. Based on the class content on LOs, write at least three learning objectives that primarily include higher order thinking. Follow the suggestions provided in class for writing clear, strong, and valid LOs. Description of Active Learning Strategies Thoroughly review the class content on active learning strategies, and in this section, indicate 2-3 different active learning strategies that you will include in your proposed teaching demonstration. Draw from the class sources (cited correctly) and explain why your chosen teaching strategies best fit your LOs. That is, in implementing your learning objectives, explain why the chosen teaching strategies best complete your LOs. Recall that one of the class documents suggested learning activities that fit with each level of thought (Bloom’s Taxonomy and Anderson and Krathwohl’s revision of Bloom). HOTS to be Implemented A focus on this class entitled “Teaching and Learning” has been on stimulating thought and integrating higher-order thinking skills (HOTS) in active learning strategies. In this section, briefly review the highest levels of thought that you want to implement in your teaching demonstration. Review what each means as applied in your teaching demonstration, drawing broadly from the class discussion on HOTS. Why does your topic lend itself to the highest levels of thought that you want to demonstrate—that is, what about your teaching topic suggests a need to evaluate, or critique, or create a new way, or apply in a different way, etc.? Again, cite your class sources per APA. EDCO 725 Project: Teaching Demonstration Assignment Elements of Andragogy that you will Incorporate Review the class content on adult learning theory. In this section, determine which elements of andragogy need to be incorporated into your proposed teaching demonstration. Provide solid justification for your conclusion. Draw from the class content on adult learning theory, and cite correctly. Putting it All Together –Template In your final section, propose a 45-60 minute teaching demonstration using the following table. Time Allotted Teaching Strategy Rationale and LO Linkage In this column, indicate the amount of time designated for each learning activity; you could also indicate the cumulative time as well In this column, you indicate the teaching strategy you will use for that segment In this column, you indicate how the teaching strategy relates to your overall purpose in the teaching demonstration and which LO it addresses. You also will need to draw from class content and cite per APA, as you provide the rationale for choosing the LO. You could also show how what you propose for each segment incorporates andragogy. For instance: 1-2 minutes Brief introduction of the topic and review of the LOs. Introduction of yourself and class participants if appropriate. For this learning segment, you could draw from the class content on how to draw in your students, concepts on motivation, stimulating intellectual curiosity that you learned from the class sources. EDCO 725 Project: Teaching Demonstration Assignment For instance: 5-12 minutes Review of the research content via mini-lecture with PPT, brief video that highlights essential content, etc. –if you use a video, such as from YouTube, make sure that it presents scholarly content commensurate with graduate level study. Indicate the LO to which this is linked. Draw from the class content that discussed laying the necessary research foundation for critique or problem-solving, for example. As for each of these segments, provide a rationale by drawing from class content and citing correctly. For instance: 5-10 minutes General class discussion (could use the think/pair/share technique, or others) that focused on problems in the research you want to explore, problems that need to be solved, exploration of better ways to apply the research findings to a particular diagnosis, etc. Explain how you will structure this discussion, the purpose of the discussion, exactly what you want to accomplish. You might suggest the types of questions you will use to drive thinking more deeply. Indicate linkage to LOs, as explained above, rationale, etc. For instance: 10-15 minutes Case study Jigsaw Question formulation technique Scenario analysis Think/pair/share Etc. Etc. Etc. Etc. Etc. 2-4 minutes Conclusion: 321 summary, for instance Etc. Your table should be complete and detailed so that the reader knows exactly what you propose to do in each active learning segment to completely fulfill the LOs. Formatting Your final project should be presented as a formal APA paper, with headings to correspond with topics mentioned above. For sure, you will need a correctly formatted title page and reference page. As noted, you need to draw broadly from the class sources and cite correctly. EDCO 725 Project: Teaching Demonstration Assignment Have fun with this project! This will give you an opportunity to propose a teaching demonstration incorporating core concepts you learned this term. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. Example Paper Teaching Demonstration The proposed teaching demonstration is for a class period in a graduate level trauma counseling course. The lesson focuses on Trauma Focused Cognitive Behavioral Therapy, specifically the use of the trauma narrative and crafting an approach to trauma narrative that takes into account the client’s history, cognitive functions and abilities, and social/cultural needs. Students will be assigned a case study to read before the assigned class time. The teaching demonstration will provide a brief overview of the learning outcomes and goals for the class, allow a short time for students to reacquaint themselves with the case study, and then engage in active learning strategies. The active learning strategies included in this teaching demonstration include group discussion, a paired trauma narrative proposal, and a low-stakes writing assignment. The group discussion will focus on assessing and evaluating the proposed client’s background and needs. The students will then be paired up and asked to formulate a proposed approach to trauma narration with the client. Finally, the students will be assigned a low stakes writing assignment outside of class reflecting on their proposed idea and defending their rationale. Literature Review Overview of Trauma Focused Cognitive Behavioral Therapy Trauma Focused Cognitive Behavioral Therapy (TF-CBT) is an evidenced based family focused treatment created by psychiatrist Judith Cohen and psychologists Anthony Mannarino and Esther Deblinger. The target population is ages 3-18 who remember being exposed to at least one trauma and are experiencing PTSD symptoms, depression, shame, dysfunctional emotion-related thoughts or beliefs, or trauma related behavioral problems. TF-CBT also places a great emphasis on engaging the parents or caregivers of the children. Children as well as parents/caregivers go through three phases of sessions, beginning with parallel individual sessions and ending with several conjoint sessions (Cohen & Mannarino, 2015). In the first phase of treatment the focus is on psychoeducation, relaxation techniques, affect regulation, and cognitive coping and processing (Cohen & Mannarino, 2015). Parents and children are seen in individual sessions to help each of them learn coping skills, process their reactions to trauma, and learn regulation and relaxation techniques moving forward. The second phase of treatment is the development of a trauma narrative. In the Trauma Narrative phase the child is encouraged by the therapist to create a narrative of their past trauma. This can be done in a variety of ways: a written story, a cartoon, a collage or some other form that allows the child to identify a beginning and end to the trauma and discuss the full story. In younger children the child may act out the trauma narrative with puppets or dolls while the therapist writes down the narrative. The narration is then processed with the therapist, such as identifying unhelpful or inaccurate thoughts during the narration, identifying specific trauma triggers, and the importance of being able to share the story (Cohen & Mannarino, 2015). The final stage of treatment is the integration phase. In the integration and consolidation phase of therapy, the caregiver and child are brought in for conjoint sessions. During this phase the trauma narrative is shared by the child with the caregiver. This would allow the child to “face up” to the trauma as well as give the caregiver the opportunity to hear from the child’s perspective. The caregiver is then able to praise the child and build trust between the two. This phase of treatment allows the opportunity for the two to practice talking about the trauma and allow for any acknowledgement or amends that need to be made. During this phase safety can be enhanced by creating a written safety plan for things such as ongoing dangers (domestic abuse, violent neighborhoods) or risky situations (being home alone, peer pressure, etc.). Techniques used for enhancing safety might be roleplaying, discussion about warning signs of danger, and teaching about appropriate boundaries (Cohen & Marranino, 2015). The main cause of dysfunction in the theory of Trauma-Focused Cognitive Behavioral Therapy is the impact that trauma has on children such as feelings of powerlessness, self-abuse, acting out as well as the impact trauma can have on parents or caregivers such as secondary trauma, grief, and an inability to connect with the child or meet the needs caused by the trauma. Through TF-CBT, the children relearn or perhaps learn for the first time how to deal with the effects of trauma, create healthy bonds and coping mechanisms, and create a narrative of their trauma that provides a beginning and end. Caregivers are taught how to connect and assist their traumatized child in regulation and processing (Cohen & Mannarino, 2015). There have been over 20 longitudinal studies completed on Trauma Focused Cognitive Behavioral Therapy to determine its effectiveness on children suffering from trauma or post-traumatic stress disorder. Trauma Focused Cognitive Behavioral Therapy has been proven to have more benefits and better outcomes with traumatized children and youth than many other forms of therapy including non-directive play therapy and child-centered counseling (Lenz & Hollenbaugh, 2015). Focus on the Trauma Narrative Studies have shown that individuals who undergo trauma-focused cognitive behavioral therapy with the inclusion of the trauma narrative component have lower PTSD symptoms and better affect regulation than those who underwent the treatment without the inclusion of a trauma narrative (Hayes et al., 2017). Additionally, the trauma narrative has proven to be efficiently reducing a child’s trauma specific fears and alleviating parent’s abuse-specific distress (Deblinger et al., 2011). The trauma narrative increases the patient’s ability to decentralize the trauma, decrease overgeneralization, and improve accommodation (Hayes et al., 2017). From a clinician perspective, many aspects need to be taken into consideration when guiding a client and their caregivers through the Trauma Narrative portion of the TF-CBT treatment. The trauma narrative takes place after the therapist has a strong grasp on the history and biographical information of the child through the intake process and after they have built rapport with the child and taught them basic emotional regulation and relaxation techniques (Cohen, Mannarino, & Deblinger, 2012). The therapist must be able to consult with their client and utilize their skills to determine the best format for the narrative. Additionally, they need to be able to take the cultural and developmental aspects of the client into consideration and be able to facilitate the process with these considerations in mind (Cohen, Mannarino, & Deblinger, 2012). EDCO 725 Project: Teaching Demonstration Assignment Conclusions Trauma-Focused Cognitive Behavioral Therapy is an evidenced based tool that clinicians can utilize to help children who have experienced trauma process their emotions, learn emotional regulation, and decentralize their trauma. Additionally, it can help parents and caregivers learn the best tools for helping their child process. The Trauma Narrative portion of therapy is a key tool in helping the child process their trauma and move forward and research proves it significantly improves outcomes in clients. This lesson focuses in on helping future clinicians utilize their own knowledge and skills to understand and facilitate the creation of the trauma narrative process, while knowing what needs to be done to individualize the process for their clients. Learning Objectives Learning Outcome 1 . Students will be able to assess and evaluate the developmental, cultural, and spiritual considerations for their clients when creating a trauma narrative. Learning Outcome 2 . Students will be able to formulate a proposed approach to trauma narration while taking into consideration individual needs and history of a client. Learning Outcome 3 . Students will be able to defend their rationale and rate their proposed approach to trauma narration. Active Learning Strategies Case Study Students will be assigned independent reading of a case study before the class. The use of a case study is a type of experiential, problem based learning. This allows the professor to take on a supportive role while allowing the students to think critically about an issue and be more self-directed learners (Merriam, Caffarella, & Baumgratner, 2007). The case study is presented below. Case Study: Jamal Jamal is a 10-year-old African American male referred to your counseling organization by his school. He presents for his intake with his 55-year-old aunt Monica who has custody of him. Jamal was placed in her home a year ago and has been exhibiting post-traumatic stress disorder symptoms such as poor sleep, having frequent nightmares, and being afraid that someone is going to hurt his aunt. Jamal states that he sits up late at night thinking about “the things that have happened” to him and where he came from. He reports anxiety and sadness at times as well. Before coming to his aunt, Jamal was living with his father. His mother disappeared from his life when he was 3 years old and has not been heard from since. Jamal’s father regularly used methamphetamines and would often physically abuse him. Jamal’s aunt stated that Jamal would come visit her on weekends or holidays at times and one day his older cousin found bruises on him. Jamal’s cousin and aunt reported this to CPS and Jamal was placed in the care of his uncle. During the year Jamal lived with his uncle he would often sneak out of the house, hang out with teenagers, and smoke marijuana. Jamal’s uncle also physically abused him and would often leave Jamal alone or let him go out at any time without supervision. CPS eventually removed Jamal from that home as well and placed him in the care of his aunt. Jamal’s aunt Monica reports that Jamal is no longer hanging out with teenagers or smoking marijuana but that he is withdrawn. Jamal does not talk about what happened in either home and has trouble expressing his feelings. Jamal is doing well in school and has been diagnosed with ADHD and PTSD by the school diagnostician. Jamal also attends church with his aunt every other week and she reports their church is a source of social support for them. Monica reports Jamal’s biggest issues are his anxiety and lack of sleep resulting from thinking too much on the past and his inability to express his feelings. After evaluating Jamal you determine that he is a good candidate for Trauma-Focused Cognitive Behavioral Therapy. You explain the process to Jamal and his aunt. You inform them you will meet for roughly 5-6 sessions and that each of these sessions will be 30 minutes with Jamal and 30 minutes with his aunt. During this time you will focus on psychoeducation, parenting skills, relaxation techniques, cognitive coping, and affect regulation. After that you will have 3-4 sessions working on a trauma narration to allow Jamal to process through the things in his past so that he doesn’t have to stay up all night thinking about them. You will then have 2-3 conjoint sessions with Jamal and his aunt to process the trauma narration and discuss enhancing safety and continuing the learned skills in the future. In the initial stage of treatment you educate Jamal and his aunt on physical abuse and neglect, the statistics of this type of abuse, and ways in which these types of abuse may leave lingering issues. You educate Jamal’s aunt on parenting a child who has experienced trauma and work with both Jamal and his aunt on identifying and processing emotions, regulating anxiety, and creating a toolbox of coping skills. Throughout this process, Jamal identifies a few specific incidents where his father beat him that he often stays up at night thinking about. He also mentions several incidents of verbal abuse by his father and uncle as well as an incident where he was pressured into using drugs. Jamal struggles to vocalize the details of the event, but you notice that Jamal enjoys art, especially comic books. Jamal is intellectually on par with his peers and is able to give you a neutral narrative story about his school day that has a large amount of detail and recognition of his emotions throughout the day. Group Discussion Once the case study has been presented, the professor will open the floor for a group discussion on aspects of the case that need to be taken into consideration during the trauma narrative process such as background, cultural considerations, spiritual considerations, or trauma specific considerations. Questions that will be used to help push discussion deeper include: What are the features of cultural or spiritual background that might be taken into consideration for the trauma narrative process with Jamal? Based on the information presented, what inferences can you make about Jamal’s trauma history that may need to be addressed or worked through in the trauma narration? How are Jamal’s presenting issues related to his trauma history? What evidence can you find to support these ideas? What conclusions can you draw on areas that may be problematic during the trauma narration process for Jamal? Paired Trauma Narrative Proposal After the group discussion, students will be paired up to create an approach to the trauma narrative for the case study client. They will be asked to identify key aspects of the trauma that should be processed, questions and techniques that could be used to engage the client in the process, and what approach they would take to creating a trauma narrative with the client. Additionally, they will be asked what they would do in the case that the client begins exhibiting anxiety or trauma trigger reactions as well as what they would do if the client did not want to progress with the trauma narrative. Pairs will be asked to submit this proposal in a word document at the conclusion of the class. EDCO 725 Project: Teaching Demonstration Assignment Low Stakes Writing Assignment At the end of the class, students will be asked to consider the trauma narration process they proposed. They will be assigned a low-stakes writing assignment and asked to post to the class discussion board a short 400 word justification of their proposed trauma narrative approach before the next class. The post will not be letter graded, merely given a participation grade. Questions to answer in this post would include: Can you defend your position about your trauma narrative approach? Now that you have had more time to think, are there any changes to your approach you would recommend? Do you have any additional thoughts or ideas that have come to mind? Higher Order Thinking Skills Graduate level learning focuses on enhancing and cultivating thinking skills beyond the base level of gaining knowledge on topic areas. Bloom’s taxonomy identifies several levels of thinking skills, the highest of which involve the ability to analyze, evaluate, and create. Learner-centered teachers help empower students and enable them to actively engage the content through these higher levels of thinking (Svincki & McKeachie, 2014). For the proposed teaching demonstration, students will be asked to assess (analyze), defend (evaluate), and propose (create) through the presented case study. The use of a case study in this lesson focuses on experiential problem-based learning. The presented case is a real world problem that many counseling students would encounter in their practices. The application of the case study in the trauma narrative stage does not have one set approach so students will be able to use a diverse range of approaches that reflect their personal styles, strengths, and histories. Additionally, the problem-solving approach shifts from instructor-led to student-led with the help of their partner peer (Svincki & McKeachie, 2014). All of these aspects lend themselves to allowing the students to reach the highest level of thinking through the creation of a unique approach to this aspect of the therapy. Group discussion in this particular learning activity is used primarily to allow the students to think further in depth on the case study besides the base material that has been presented. By engaging each other in the discourse on this case they will gain insight from each other’s view points and be able to evaluate and support their own thoughts on the case material presented (Svincki & McKeachie, 2014). This will also set them up to engage in deeper levels of thought when they move on to creating a trauma narrative approach. In regards to the low-stakes writing assignment, Merriam, Caffarella, & Baumgartner (2007) discuss the concept of reflection-on-action which occurs after some time has passed from an activity. This concept allows us to look back on decisions we have made and utilize analysis to determine if we made the best choices or if there were alternatives we could have utilized. Reflection-on-action allows the student to continually improve their practice. This again hits on a higher level of thought while allowing students to apply this higher level of thinking outside of the classroom environment. As Svincki & McKeachie (2014) state, the goal of low stakes writing is to increase how often student’s think about the content and increase how much of the content they understand. Andragogy The lesson is founded on two of the basic assumptions of Knowles andragogy. The first assumption is that as individuals mature they shift towards being more self-directed learners. The second assumption is that the biggest motivations for learning are internal rather than external (Knowles & Associates, 1984). The activities in this lesson are centered around the fact that the students will be self-directed learners, giving them ample opportunity to direct the dialogue of the discussion, determine their own course of treatment through the creation of a proposed trauma narrative, and allowing them to reflect on their own actions without the critique of an instructor. Additionally, the student’s own interest in the subject matter is the driving factor for their learning, though the instructor can help foster that motivation through engaging and active learning strategies. This particular lesson also incorporates the theory of experiential learning. Jarvis’ (1987) model of experiential learning focuses on the fact that each student brings their own biographies into the learning atmosphere. This can be utilized to help each of the students integrate a variety of viewpoints and experiences into how they examine the content of the course. The group and paired work in this lesson incorporate this in hopes that student’s will be vulnerable enough to share their own biographical information that shapes their opinions and approaches to trauma focused treatment. Lesson Outline Time Allotted Teaching Strategy Rationale and LO Linkage 1-2 minutes Introduction . Brief recap of the past class and introduction of the topic for this week. Objects . Brief overview of what students can expect from the class today. EDCO 725 Project: Teaching Demonstration Assignment The first few minutes of the class are used to help students laser in their focus and shift their thinking onto the course material and instructor (Svincki & McKeache, 2014). 3-4 minutes Case study review . Students will be given 3-4 minutes to review their notes on the case study and familiarize themselves. L.O. 1 . Students will be able to assess and evaluate the developmental, cultural, and spiritual considerations for their clients when creating a trauma narrative. With their own independent reading and review students will have the opportunity to apply their own life knowledge to the case study and analyze the information provided. (Svincki & McKeachie, 2014). 10-15 minutes General class discussion. Students will engage in full group discussion concerning the developmental, cultural, spiritual, and biographical considerations of the client that would need to be taken into account in trauma-focused cognitive behavioral therapy treatment. L.O. 1 . Students will be able to assess and evaluate the developmental, cultural, and spiritual considerations for their clients when creating a trauma narrative. Group discussion allows thee students to learn from the life experiences and viewpoints of each other as well as to engage each other in validating their view points and challenging their ideas (Svincki &McKeachie, 2014). 15-20 minutes Paired trauma narrative proposal. Students will partner up and be tasked with creating a proposed approach to trauma narrative for the case study patient. L.O. 2 . Students will be able to formulate a proposed approach to trauma narration while taking into consideration individual needs and history of a client. This teaching strategy utilizes problem based learning which allows students to utilize their range of experiences and histories to approach and define a complex issue, engaging their ability to create and analyze (Svincki & McKeachie, 2014). 2-3 minutes Assignment of low stakes writing task. Instructor will close the lesson by assigning a low stakes writing assignment to be completed before the next class. Students will write a 400 word discussion piece justifying and analyzing their proposed trauma narrative. EDCO 725 Project: Teaching Demonstration Assignment L.O. 3 . Students will be able to defend their rationale and rate their proposed approach to trauma narration. The low-stakes writing assignment will allow the students an opportunity for reflection-on-action. This learning objective helps create more self-directed learners by encouraging them to dig deeper into their own thinking and to challenge and analyze or justify their decision making (Merriam, Caffarella, & Baumgartner, 2007). References Brookfield, S. D. (2013). Powerful Techniques for Teaching Adults. San Francisco: Jossey-Bass. Cohen, J. A., & Mannarino, A. P. (2015). Trauma-focused cognitive behavior therapy for traumatized children and families. Child and adolescent psychiatric clinics of North America , 24 (3), 557–570. https://doi.org/10.1016/j.chc.2015.02.005 Cohen, J.A., Mannarino, A.P., & Deblinger, E. (2012). Trauma-focused CBT for children and adolescents: Treatment applications. Guilford Press. Deblinger, E., Mannarino, A. P., Cohen, J. A., Runyon, M. K., & Steer, R. A. (2011). Trauma-focused cognitive behavioral therapy for children: impact of the trauma narrative and treatment length. Depression and anxiety , 28 (1), 67–75. https://doi.org/10.1002/da.20744 Hayes, A. M., Yasinski, C., Grasso, D., Ready, C. B., Alpert, E., McCauley, T., Webb, C., & Deblinger, E. (2017). Constructive and Unproductive Processing of Traumatic Experiences in Trauma-Focused Cognitive-Behavioral Therapy for Youth. Behavior therapy , 48 (2), 166–181. https://doi.org/10.1016/j.beth.2016.06.004 Jarvis, P. (1987). Adult learning in the social context. London: Croom Helm. Knowles, M. S., & Associates. (1984). Andragogy in action : Applying modern principles of adult learning. San Francisco: Jossey-Bass. Lenz, A. S., & Hollenbaugh, K. M. (2015). Meta-analysis of trauma-focused cognitive behavioral therapy for treating PTSD and co-occuring depression among children and adolescents. Counseling Outcome Research and Evaluation , 6 , 18–32. doi: 10.1177/2150137815573790 Merriam, S. B., Cafferella, R. S., & Baumgartner, L. M. (2007). Learning In Adulthood. San Fran Cisco: Jossey-Bass. Svinicki, M. D., & McKeachie, W. J. (2014). McKeachie’s Teaching Tips; Strategies, Research, an