American Sentinel University

Activity 6

Multiple Intelligences

You will find a discussion of Howard Gardner’s list of Multiple Intelligences (Rubenfeld & Scheffer, 2015, Box 3-2) in the textbook readings. Review the different categories in the text and explain how an experienced nurse can use these categories to nurture critical thinking and clinical judgment skills in a novice nurse. Discuss:

  • the importance of understanding multiple intelligences
  • four of the types of intelligences from Gardner’s list. Describe how at least two intelligences relate to your way of thinking and give examples from your nursing practice.
  • the positive or negative impact of using multiple intelligences when mentoring nurses (those with experience and/or novice nurses). Include specific examples from your nursing practice/experience.
  • how to improve the mentoring/learning process using the concepts of multiple intelligences.

Reading and Resources

Read Chapters 3 & 6 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.

Additional Instructions:

  1. All submissions should have a title page and reference page.
  2. Utilize a minimum of two scholarly resources.
  3. Adhere to grammar, spelling and punctuation criteria.
  4. Adhere to APA compliance guidelines.
  5. Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Options:

Choose One:

Instructions:

Paper

  • 3 to 4-page paper. Include title and reference pages.

Microsoft PowerPoint Presentation

  • 4 to 8 slides. Add title and reference slides.
  • Follow Rules of 7.

Other media (Prezi, etc.) presentation

  • 4 to 8 slides with speaker notes. Add title and reference slides.
  • Follow Rules of 7.

Video Presentation

  • 5 to 6-minute video presentation.
  • Attach reference page or include in video.
  • Professional appearance and background.
  • Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.

Table

  • Table with appropriate columns and headers.
  • Include title and reference pages.

Graphs or other illustrations

  • Graphs or illustrations with appropriate labels. Include title and reference pages.

Poster

  • Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.

Note: Title and reference pages/slides do not count towards the count requirements.

RUBRIC:

Interprofessional Communication: Multiple Intelligences
Description: The baccalaureate nurse will use skills of inquiry, analysis, and information to
address practice issues
Course Competencies: 1) Apply the concepts of critical thinking to patient assessment. 4)
Discuss ways to improve knowledge seeking behaviors in the workplace.
QSEN Competency: 2) Teamwork and Collaboration
BSN Essential I
Competency Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
The importance of
understanding
multiple
intelligences
Fully details why
understanding the
concepts of
multiple
intelligences is
important, cite
examples and
personal
experiences
Describes how
understanding the
concepts of
multiple
intelligences is
important, cites
examples and
personal
experiences that
do not related to
multiple
intelligences
Superficially
describes how
understanding the
concepts of
multiple
intelligences is
important or does
not cite examples
and personal
experiences
Does not describe
how understanding
the concepts of
multiple
intelligences is
important or cite
examples and
personal
experiences
The four types of
multiple
intelligences from
Gardner’s list
Addresses 4
multiple
intelligences from
Gardner’s list
Addresses 3
multiple
intelligences from
Gardner’s list
Addresses 2
multiple
intelligences from
Gardner’s list.
Addresses 1
multiple
intelligences from
Gardner’s list
Relates at least 2
types of multiple
intelligences from
Gardner’s list
Discusses how at
least 2 relate to
your nursing
practice, with clear
examples
Discusses how at
least 1 relate to
your nursing
practice, with clear
examples
Discusses how at
least 1 relates to
your nursing
practice but does
not provide
examples
Does not address
how these relate to
nursing practice
and/or does not
give specific
examples
The positive or
negative impact of
using multiple
intelligences when
mentoring nurses
Fully details the
positive or
negative impact of
using the concepts
of multiple
intelligences when
mentoring nurses.
Describes the
positive or
negative impact of
using the concepts
of multiple
intelligences when
mentoring nurses.
Superficially
describes the
positive or
negative impact of
using the concepts
of multiple
intelligences when
mentoring nurses.
Does not describe
the positive or
negative impact of
using the concepts
of multiple
intelligences when
mentoring nurses How to improve
the
mentoring/learning
process using the
concepts of
multiple
intelligences
Fully details how
using the concepts
of multiple
intelligences can
improve the
mentoring/learning
process.
Describes how
using the concepts
of multiple
intelligences can
improve the
mentoring/learning
process.
Superficially
describes how
using the concepts
of multiple
intelligences can
improve the
mentoring/learning
process.
Does not describe
how using the
concepts of
multiple
intelligences can
improve the
mentoring/learning
process APA, Grammar,
Spelling, and
Punctuation
No errors in
APA, Spelling,
and Punctuation.
One to three
errors in APA,
Spelling, and
Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.

American Sentinel University

Comprehensive Assessment  

Play Video

View this breaking news announcement.

You have arrived at the scene of a hostile situation at ABC Daycare in Sentinel City®.  Little detail of the situation is known.  Enter Sentinel City®, visit the area near ABC Day care.  Observe the services, routes and populations that may be involved as a result of this situation. 

As the lead healthcare provider, you will oversee the situation outside of the daycare.  You need to organize and contain the situation and may be working with unknown and potential critical situations. 

Observe and assess the scene and surrounding areas?  How are you going to address the scenario?  Explain the leadership skills you will use.  Using your knowledge of community health, explain the potential public health effects or environmental hazards from this situation.  For example, if disease or illness results from the release of an infectious agent.  Who are the members of the emergency management team?  Assess what services and resources that might be needed.  Explain how you would address family members or the media arriving at the scene. 

Additional Instructions:

  1. All submissions should have a title page and reference page.
  2. Utilize a minimum of two scholarly resources.
  3. Adhere to grammar, spelling and punctuation criteria.
  4. Adhere to APA compliance guidelines.
  5. Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Options:

Choose One:

Instructions:

Paper

  • 9 to 10-page paper. Include title and reference pages.

Microsoft PowerPoint Presentation

  • 10 to 12 slides. Add title and reference slides.
  • Follow Rules of 7.

Other media (Prezi, etc.) presentation

  • 10 to 12 slides with speaker notes. Add title and reference slides.
  • Follow Rules of 7.

Video Presentation

  • 9 to 10-minute video presentation.
  • Attach reference page or include in video.
  • Professional appearance and background.
  • Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.

Table

  • Table with appropriate columns and headers.
  • Include title and reference pages.

Graphs or other illustrations

  • Graphs or illustrations with appropriate labels. Include title and reference pages.

Poster

  • Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.

Note: Title and reference pages/slides do not count towards the count requirements.

RUBRIC: 

Reflection of Practice Analysis – Comprehensive Assessment  Description: The baccalaureate graduate nurse will apply leadership concepts, skills, and  decision-making in the provision of high-quality nursing care, healthcare team coordination,  and the oversight and accountability for care delivery in a variety of settings. Course Competencies: 2) Demonstrate professional nursing practice through the use of  research and evidence-based practice by integrating methods of research and scholarship to  prioritize diagnoses. 3) Demonstrate leadership roles on multidisciplinary teams within  healthcare organizations. QSEN Competencies: 2) Teamwork and Collaboration 3) Evidence-Based Practice  BSN Essential II Area Gold Mastery Silver Proficient  Bronze Acceptable  Acceptable  Mastery not  Demonstrated  Describe the  environment and  people around  the hostile  situation and  how these things  can potentially  impact the  situation Describes the  environment and  people around  the hostile  situation and  how these things  can potentially  impact the  situation Describes the  environment and  people around  the hostile  situation and  lists how these  things can  potentially  impact the  situation Lists the  environment and  people around  the hostile  situation but  does not define  how these things  can potentially  impact the  situation Does not address  the topic Evaluate the  leadership skills  that would be  useful in  addressing the  situation Evaluates the  leadership skills  that would be  useful in  addressing the  situation Describes the  leadership skills  that would be  useful in  addressing the  situation Lists the  leadership skills  that would be  useful in  addressing the  situation Does not address  the topic Explains the  potential public  health effect  and/or  environmental  hazards from this  situation Explains the  potential public  health effect and/or  environmental  hazards from this  situation Describes the  potential public  health effect  and/or  environmental  hazards from this  situation Lists the  potential public  health effect  and/or  environmental  hazards from this  situation Does not address  the topic Fully explains  the individuals  who make up the  emergency  response team  and the roles  they play Fully explains  the individuals  who make up the  emergency  response team  and the roles  they play Describes the  individuals who  make up the  emergency  response team  and the roles  they play Lists the  individuals who  make up the  emergency  response team  and the roles  they play Does not address  the topic Describe the 5  rights of  delegation and  Describes the 5  rights of  delegation and  Describes 3-4  rights of  delegation and  Describes 2 or  fewer rights of  delegation or  Does not address  the topichow to will  delegate to the  members of the  emergency  response team  how to will  delegate to the  members of the  emergency  response team lists how  delegation will  occur does not describe  how delegation  will occur Explains the  services and  resources that  might be needed  for the situation  and the people in  the daycare Explains the  services and  resources that  might be needed  for the situation  and the people in  the daycare Outlines the  services and  resources that  might be needed  for the situation  and the people in  the daycare Lists the services  and resources  that might be  needed for the  situation and the  people in the  daycare Does not address  the topic Explains how to  address family  and the media as  they arrive on  scene Explains how to  address family  and the media as  they arrive on  scene Describes how to  address family  and the media as  they arrive on  scene Lists how to  address family  and the media as  they arrive on  scene Does not address  the topic APA, Grammar, Spelling, and  Punctuation No errors in  APA, Spelling,  and Punctuation. One to three  errors in APA,  Spelling, and  Punctuation. Four to six errors  in APA,  Spelling, and  Punctuation. Seven or more  errors in APA,  Spelling, and  Punctuation. References Provides two or  more references. Provides two  references. Provides one  references. Provides no  references

American Sentinel University

Activity 3

Hospital Discharge

Evidence-based discharge teaching is critical in promoting health and impacting readmissions. Complete the Hospital Discharge Activity in Shadow Health.  You will address Tina Jones’ diagnoses; asthma, dehydration, and wound infection, providing education that will support adherence and prevent readmission.  Provide clear guidance for wound care, infection control, medications, diet, blood sugar monitoring, activity, and follow-up that will optimize her health.  In this patient-centered activity, remember to use accessible, professional language as you anticipate any questions or concerns, she may have.  Once you complete the Hospital Discharge Activity in Shadow Health, copy and paste your answers from each section into a Word document so you may add additional information.

Play Video

Additional Instructions:

  1. All submissions should have a title page and reference page.
  2. Utilize a minimum of two scholarly resources.
  3. Adhere to grammar, spelling and punctuation criteria.
  4. Adhere to APA compliance guidelines.
  5. Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Options:

Choose One:

Instructions:

Paper

  • 2 to 3-page paper. Include title and reference pages.

Microsoft PowerPoint Presentation

  • 4 to 8 slides. Add title and reference slides.
  • Follow Rules of 7.

Other media (Prezi, etc.) presentation

  • 4 to 8 slides with speaker notes. Add title and reference slides.
  • Follow Rules of 7.

Video Presentation

  • 5 to 6-minute video presentation.
  • Attach reference page or include in video.
  • Professional appearance and background.
  • Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.

Table

  • Table with appropriate columns and headers.
  • Include title and reference pages.

Graphs or other illustrations

  • Graphs or illustrations with appropriate labels. Include title and reference pages.

Poster

  • Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.

Note: Title and reference pages/slides do not count towards the count requirements. 

RUBRIC: Baccalaureate Generalist – Hospital Discharge  Description: The baccalaureate-graduate nurse is prepared to provide appropriate patient  teaching.  Course Competencies: 1) Perform assessments of individuals throughout the lifespan and  include spiritual, social, cultural, psychological and physical components. 2) Differentiate  between normal and abnormal assessment findings. 4) Synthesize assessment findings using the  Digital Clinical Experience (DCE) and in written format using standardized terminology. QSEN Competencies: 1) Patient-Centered Care 3) Evidenced-Based Practice  BSN Essential IX Area Gold Mastery Silver Proficient  Bronze Acceptable  Acceptable  Mastery not  Demonstrated  Diabetes Addresses all areas  of the diagnosis,  including  pathophysiology,  risk factors, and  health promotion  using current EBP  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Addresses all areas  of the diagnosis,  including  pathophysiology,  risk factors, and  health promotion  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication.  Incomplete in  addressing areas of  the diagnosis,  including pathophysiology,  risk factors, and  health promotion.  Lack of patientcenteredness,  caring behaviors  and/or therapeutic  communication. Does not discuss  Diabetes  Asthma Addresses all areas  of the diagnosis,  including  pathophysiology,  risk factors, and  health promotion  using current EBP  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Addresses all areas  of the diagnosis,  including  pathophysiology,  risk factors, and  health promotion  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Incomplete in  addressing areas of  the diagnosis,  including  pathophysiology,  risk factors, and  health promotion.  Lack of patientcenteredness,  caring behaviors  and/or therapeutic  communication. Does not discuss  Asthma Dehydration Addresses all areas  of the diagnosis,  including  pathophysiology,  risk factors, and  health promotion  Addresses all  areas of the  diagnosis,  including  pathophysiology,  risk factors, and  Incomplete in  addressing areas of  the diagnosis, including  pathophysiology,  risk factors, and  Does not discuss  dehydrationusing current EBP  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication. health promotion  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication. health promotion.  Lack of patientcenteredness,  caring behaviors  and/or therapeutic  communication. Infection Addresses all areas  of the diagnosis,  including  pathophysiology,  risk factors, and health promotion  using current EBP  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Addresses all  areas of the  diagnosis,  including  pathophysiology,  risk factors, and  health promotion  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Incomplete in  addressing areas of  the diagnosis,  including  pathophysiology,  risk factors, and  health promotion.  Lack of patientcenteredness,  caring behaviors  and/or therapeutic  communication. Does not discuss  infection  Wound Care Thorough  instruction on  asepsis, wound  care and  equipment using  current EBP in a  patient-centered  manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Thorough  instruction on  asepsis, wound  care and  equipment in a  patient-centered  manner  demonstrating  caring behaviors  with use of  therapeutic  communication.  Incomplete  instruction of  asepsis, wound  care and  equipment. Lack  of patientcenteredness,  caring behaviors  and/or therapeutic  communication.  Does not discuss  wound care Medications Thorough  instruction on  medications,  including  indication, dosing,  adverse effects,  adherence, and  administration  using EBP in a  patient-centered  manner  Thorough  instruction on  medications,  including  indication,  dosing, adverse  effects,  adherence, and  administration in  a patientcentered manner  Incomplete  instruction of  medication,  including  indication, dosing,  adverse effects,  adherence, and  administration.  Lack of patientcenteredness,  caring behaviors  Does not discuss  medications demonstrating  caring behaviors  with use of  therapeutic  communication. demonstrating  caring behaviors  with use of  therapeutic  communication. and/or therapeutic  communication. Activity Thorough  instruction on activity, including  bathing,  equipment, and  safety using EBP  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Thorough  instruction on  activity,  including  bathing,  equipment, and  safety in a  patient-centered  manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Incomplete  instruction on  activity, including  bathing,  equipment, and  safety. Lack of  patientcenteredness,  caring behaviors  and/or therapeutic  communication. Does not discuss  activity  Diet Thorough  instruction on  proper diet for  diabetes  management,  including counting  carbohydrates,  hypo- and hyperglycemia, and  lifestyle changes  using EBP in a  patient-centered  manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Thorough  instruction on  proper diet for  diabetes  management,  including  counting  carbohydrates,  hypo- and hyperglycemia, and  lifestyle changes  in a patientcentered manner  demonstrating  caring behaviors  with use of  therapeutic  communication. Incomplete  instruction of  proper diet for  diabetes  management,  including counting  carbohydrates,  hypo- and hyperglycemia, and  lifestyle changes.  Lack of patientcenteredness,  caring behaviors  and/or therapeutic  communication. Does not discuss  diet  Follow-up Thorough  instruction on  instructions on  follow-up plan,  including  appointments and  warning signs of  potential problems  using EBP in a  Thorough  instruction on  instructions on  follow-up plan,  including  appointments  and warning  signs of potential  problems in a  Incomplete  instruction on  follow-up plan,  including  appointments and  warning signs of  potential problems.  Lack of patientcenteredness,  Does not discuss  follow-up patient-centered  manner  demonstrating  caring behaviors  with use of  therapeutic  communication. patient-centered  manner  demonstrating  caring behaviors  with use of  therapeutic  communication. caring behaviors  and/or therapeutic  communication. 

American Sentinel University

Activity 4

Nutritional Assessment 

Complete a Nutritional Assessment, using a tool of your choice, on two members of a selected family (one between the age 5-17 years and a second aged 21-59).  Collect and summarize at least 8 objective and 4 subjective elements for each person.  Create an actual or potential problem list, including 4 problems, for both individuals, include 3 health promotion teaching opportunities you would suggest for 1 problem for each individual.

Read Chapters 1-3 and Chapter 11 in Jarvis, C. (2015). Physical examination and health assessment (7th ed.).  St. Louis, MO: Saunders. 

Play Video

Additional Instructions:

  1. All submissions should have a title page and reference page.
  2. Utilize a minimum of two scholarly resources.
  3. Adhere to grammar, spelling and punctuation criteria.
  4. Adhere to APA compliance guidelines.
  5. Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Options:

Choose One:

Table

  • Table with appropriate columns and headers.
  • Include title and reference pages.

Graphs or other illustrations

  • Graphs or illustrations with appropriate labels. Include title and reference pages.

Poster

  • Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.

Note: Title and reference pages/slides do not count towards the count requirements.

RUBRIC: Baccalaureate Generalist – Nutritional Assessment  Description: The baccalaureate-graduate nurse is skilled in completing nutritional assessments  across the lifespan.  Course Competencies: 1) Perform assessments of individuals throughout the lifespan and  include spiritual, social, cultural, psychological and physical components. 2) Differentiate  between normal and abnormal assessment findings. 4) Synthesize assessment findings using the  Digital Clinical Experience (DCE) and in written format using standardized terminology. 5)  Demonstrate effective communication with individuals, families and interdisciplinary team  members. QSEN Competencies: 1) Patient-Centered Care 3) Evidenced-Based Practice  BSN Essential IX Area Gold Mastery Silver Proficient  Bronze Acceptable  Acceptable  Mastery not  Demonstrated Nutritional  Assessment Completes all  elements of the  Nutritional  Assessment  Completes half of  the elements of the  Nutritional  Assessment  Completes less  than half of the  elements of the  Nutritional  Assessment Does not complete  the nutritional  assessment  Objective Data Collects and  summarizes at least  8 objective  elements, per  individual  Collects and  summarizes at 4-7  objective elements,  per individual Collects and  summarizes 2-3  objective elements,  per individual Collects and  summarizes less  than 2 objective  elements, per  individual Subjective Data Collects and  summarizes at least  4 subjective  elements, per  individual  Collects and  summarizes 2-3  subjective  elements, per  individual Collects and  summarizes 1  subjective element,  per individual Does not collect  subjective data  Problem List Creates an actual or  potential list of 4  problems  Creates an actual or  potential list of 2-3  problems Creates an actual or  potential list 1  problems Does not create  problem list Health Promotion  Opportunities  Suggests 3 health  promotion teaching  opportunities  Suggests 2 health  promotion teaching  opportunities Suggests 1 health  promotion teaching  opportunities Does not suggest  health promotion  teaching  opportunities APA, Grammar, Spelling, and  Punctuation No errors in  APA, Spelling,  and Punctuation. One to three  errors in APA,  Spelling, and  Punctuation. Four to six errors  in APA, Spelling,  and Punctuation. Seven or more  errors in APA,  Spelling, and  Punctuation. References Provides two or  more references. Provides two  references. Provides one  references. Provides no  references

American Sentinel University

Activity 7

Professional Development Plan

The final assessment of the RN-BSN powered by SIMPath includes a summary of how the learning in this program has impacted your practice.  Reflect upon your experiences in the RN-BSN powered by SIMPath program and how you have met the 10 program learning outcomes.  You will also discuss the three short-term and long-term professional goals you identified in SIM405.

Reading and Resources

Williams, G., Gerardi, M., Gill, S., Soucy, M., & Taliaferro, D. (2009). Reflective journaling: Innovative strategy for self-awareness for graduate nursing students. International Journal for Human Caring, 13(3), 36-43. 

Nielsen, Ann,M.N., R.N., Stragnell, Susan,M.S., R.N., & Jester, Priscilla,M.N., R.N. (2007). Guide for reflection using the clinical judgment model. Journal of Nursing Education, 46(11), 513-6. Retrieved from https://search-proquest-com.americansentinel.idm.o…

Play Video

RN-BSN Program Outcomes

  • Assume leadership roles on multidisciplinary teams within health care organizations.
  • Enhance professional nursing practice through the use of research and evidence-based practice.
  • Integrate methods of research and scholarship to make and prioritize diagnoses.
  • Design care for individuals, groups and communities.
  • Incorporate methods of health promotion and education in nursing care of individuals, families and groups with simple to complex health care needs.
  • Accept accountability and responsibility for professional judgment and actions.
  • Integrate professional values and role behaviors.
  • Examine the problems of contemporary health and illness.
  • Demonstrate the role of the global citizen.
  • Collaborate with other groups to shape health policies that affect both individual and community health.

Additional Instructions:

  1. All submissions should have a title page and reference page.
  2. Utilize a minimum of two scholarly resources.
  3. Adhere to grammar, spelling and punctuation criteria.
  4. Adhere to APA compliance guidelines.
  5. Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Options:

Choose One:

Instructions:

Paper

  • 12 to 15-page paper. Include title and reference pages.

Microsoft PowerPoint Presentation

  • 12 to 15 slides. Add title and reference slides.
  • Follow Rules of 7.

Other media (Prezi, etc.) presentation

  • 12 to 15 slides with speaker notes. Add title and reference slides.
  • Follow Rules of 7.

Video Presentation

  • 15 to 20-minute video presentation.
  • Attach reference page or include in video.
  • Professional appearance and background.
  • Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.

Table

  • Table with appropriate columns and headers.
  • Include title and reference pages.

Graphs or other illustrations

  • Graphs or illustrations with appropriate labels. Include title and reference pages.

Poster

  • Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.

American Sentinel University

Activity 5

Background Analysis – Part IV 

Students will discuss a background analysis of the capstone project topic. The background discussion will synthesize the relevant information identifying why the topic is important for both the student’s personal practice as well as the profession of nursing.

Play Video

Additional Instructions:

  • All submissions should have a title page and reference page.
  • Utilize a minimum of two scholarly resources.
  • Adhere to grammar, spelling and punctuation criteria.
  • Adhere to APA compliance guidelines.
  • Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Options:

Choose One:

Instructions:

Paper

  • 4 to 6-page paper. Include title and reference pages.

Microsoft PowerPoint Presentation

  • 8 to 10 slides. Add title and reference slides.
  • Follow Rules of 7.

Other media (Prezi, etc.) presentation

  • 8 to 10 slides with speaker notes. Add title and reference slides.
  • Follow Rules of 7.

Video Presentation

  • 5 to 8-minute video presentation.
  • Attach reference page or include in video.
  • Professional appearance and background.
  • Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.

Table

  • Table with appropriate columns and headers.
  • Include title and reference pages.

Graphs or other illustrations

  • Graphs or illustrations with appropriate labels. Include title and reference pages.

Poster

  • Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.

Note: Title and reference pages/slides do not count towards the count requirements. 

RUBRIC: Capstone Project Background Analysis-Part IV Description: The baccalaureate graduate will participate in quality initiatives, recognizing that  these are complex system issues, involving other members of the healthcare team.  Course Competencies: 1) Demonstrate accountability and responsibility of professional  judgment and actions by integrating professional values and role behaviors by examining the  problems of contemporary health and illness. 4) Demonstrate the role of the global citizen by  designing care for individuals, groups, and communities by incorporating methods of health  promotion and education. QSEN Competencies: 3) Evidence-Based Practice 4) Quality Improvement  BSN Essential X  Area Gold  Mastery Silver  Proficient  Bronze Acceptable  Acceptable  Mastery not  Demonstrated  Synthesizes the  background  analysis of the  capstone project  Explains why the  project topic is  important to the  student’s personal  practice and the  nursing profession Discusses why the  project topic is  important to the  student’s personal  practice and the  nursing profession States why the  project topic is  important to the  student’s personal  practice and the  nursing profession Does not address  section  Identifies and  discusses in-depth  a minimum of  three areas of focus  in which the  capstone project  can impact the  student’s personal  practice Identifies and  discusses in-depth  a minimum of  three areas of focus  in which the  capstone project  can impact the  student’s personal  practice Identifies and  discusses in-depth  a minimum of two  areas of focus in  which the capstone  project can impact  the student’s  personal practice Identifies and  discusses in-depth  a minimum of one  areas of focus in  which the capstone  project can impact  the student’s  personal practice Does not address  section Identifies and  discusses in-depth  a minimum of  three areas of focus  in which the  capstone project  can impact the  overall profession  of nursing Identifies and  discusses in-depth  a minimum of  three areas of focus  in which the  capstone project  can impact the  overall profession  of nursing Identifies and  discusses in-depth  a of two areas of  focus in which the  capstone project  can impact the  overall profession  of nursing Identifies and  discusses in-depth  a of one areas of  focus in which the  capstone project  can impact the  overall profession  of nursing Does not address section.

American Sentinel University

Activity 8

Regulatory Environment 

Explain how healthcare exchanges change the concept of outpatient treatment.  Many clinical information systems now embed practice guidelines and clinical pathways into their electronic medical record systems.  Discuss some of the advantages and disadvantages of this.  Describe demand management and how it can increase consumer involvement in care.  Compare and contrast disease management and case management. 

Reading and Resources

Additional Instructions:

  • All submissions should have a title page and reference page.
  • Utilize a minimum of two scholarly resources.
  • Adhere to grammar, spelling and punctuation criteria.
  • Adhere to APA compliance guidelines.
  • Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Options:

Choose One:

Instructions:

Paper

  • 4 to 6-page paper. Include title and reference pages.

Microsoft PowerPoint Presentation

  • 8 to 10 slides. Add title and reference slides.
  • Follow Rules of 7.

Other media (Prezi, etc.) presentation

  • 8 to 10 slides with speaker notes. Add title and reference slides.
  • Follow Rules of 7.

Video Presentation

  • 5 to 8-minute video presentation.
  • Attach reference page or include in video.
  • Professional appearance and background.
  • Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.

Table

  • Table with appropriate columns and headers.
  • Include title and reference pages.

Graphs or other illustrations

  • Graphs or illustrations with appropriate labels. Include title and reference pages.

Poster

  • Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.

American Sentinel University

Home Safety Assessment

It is important to identify health issues or concerns that may impact an individual or family in any setting.  This identification can help the nurse to address health promotion and disease prevention.

To complete this activity, you must complete the Family Support Assessment activity.  Click on Enter Sentinel City®.  Once in the city, click on the map to locate the apartment dwelling in Nightingale Square.  Approach the door next to the laundromat and enter the apartment.  Here you will complete the Home Safety Assessment by noting any health, safety, and environmental hazards in the apartment.  Note as many of the hazards that you observe.  Select and prioritize the top two hazards for health, safety, and environmental areas for a total of six hazards that the healthcare professional should address first:

  1. #1 = most serious hazard-life threatening
  2. #2 = second most important-potential to affect the most people or cause long-term injury

Try to avoid prioritizing the same hazard in multiple categories.  Provide an evidence-based rationale and a recommendation for addressing the top two hazards in each category.  Click the “Family Support Assessment” tab at the top of the screen and review the information on the form. 

Reading and Resources

Chapter 16 pages 297-316, Chapter 23 pages 395-404, Chapter 20 pages 367-375, Chapter 26 pages 439-447 in Fundamentals of Case Management Practice.

Review clinical guidelines of the AHRQ

Additional Instructions:

  • All submissions should have a title page and reference page.
  • Utilize a minimum of two scholarly resources.
  • Adhere to grammar, spelling and punctuation criteria.
  • Adhere to APA compliance guidelines.
  • Adhere to the chosen Submission Option for Delivery of Activity guidelines.

**Family Support Assessment Required

Submission Options:

Choose One:

Instructions:

Paper

  • 4 to 6-page paper. Include title and reference pages.

Microsoft PowerPoint Presentation

  • 8 to 10 slides. Add title and reference slides.
  • Follow Rules of 7.

Other media (Prezi, etc.) presentation

  • 8 to 10 slides with speaker notes. Add title and reference slides.
  • Follow Rules of 7.

Video Presentation

  • 5 to 8-minute video presentation.
  • Attach reference page or include in video.
  • Professional appearance and background.
  • Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.

Table

  • Table with appropriate columns and headers.
  • Include title and reference pages.

Graphs or other illustrations

  • Graphs or illustrations with appropriate labels. Include title and reference pages.

Poster

  • Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.

Note: Title and reference pages/slides do not count towards the count requirements.

RUBRIC:

Collaboration for Improving Outcomes – Home Safety Assessment Description: Practice evidence-based public health nursing to promote the health of  individuals, families, and groups. Course Competencies: 2) Develop a holistic case management plan for a specified disease or  population that incorporates the role of insurance, health care finance, and utilization of  community resources. 4) Coordinate the care of individuals across the lifespan utilizing  principles and knowledge of interdisciplinary models of care delivery and case management. QSEN Competencies: 1) Patient-Centered Care 2) Teamwork and Collaboration 3) EvidenceBased Practice 5) Safety  BSN Essential VII Area Gold Mastery Silver Proficient  Bronze Acceptable  Acceptable  Mastery not  Demonstrated Health, Safety, and  Environmental  Hazards  Identify and  prioritize two  health, two  safety, and two  environmental  hazards in the  home. Lists and does  not prioritize two  health, two  safety, and two  environmental  hazards in the  home. Identifies and  prioritizes less  than two health,  safety, or  environmental  hazards in the  home. Does not  address section Evidence-based  Rationale  Interprets  evidence-based  rationale to  support  prioritization and  recommendations  for addressing  each identified  hazard Lists evidencebased rationale to  support  prioritization and  recommendations  for addressing  each identified  hazard Interprets  evidence-based  rationale but  does not  provide support  for  prioritization or  provides  support but  does not  interpret  evidence-based  rational 

American Sentinel University

Developing a Change Project

Expanding on your identified change project and the elements completed in the first three parts, devise an implementation plan that addresses the following points:     

  • The change you wish to initiate
  • The rationale for the change, using supporting data
  • The outcomes desired from the change
  • The audience you need to convince
  • The benefits to the institution
  • Allocation of resources and potential budget requirements
  • The group to lead the initiative —why these members
  • The proposed timeline
  • Measures of success

*Note: you will not implement the change project for this activity. Organizational and System Leadership: Final Change Project

Description: The baccalaureate graduate will participate in quality initiatives, recognizing that these are complex system issues, involving other members of the healthcare team.

QSEN Competencies: 2) Teamwork and Collaboration 4) Quality Improvement BSN Essential II

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Course Competencies: 1) Apply the concepts of leadership and management to the role of the nurse leader. 2) Differentiate between critical thinking, problem solving and decision making. 3) Apply the principles of change management and theory to promote quality and safety initiatives. 4) Integrate effective communication with individuals and interdisciplinary team members. 5) Demonstrate professional and ethical behavior. 6) Examine the variables that impact allocation of resources. 7) Develop a change plan, including a proposed implementation strategy and measurement of outcomes.

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Area

Gold Mastery

Silver Proficient

Bronze Acceptable

Acceptable Mastery not Demonstrated

Incorporates information and feedback from parts I, II, and III

Includes all elements and incorporates feedback from parts I, II, and III

Includes some of the elements or some of the feedback from parts I, II, and III

Lacks detail and/or does not incorporate feedback from parts I, II, and III

Does not address section

Explains rationale for the change supported by data

Clearly explains the rationale for the change and includes supporting data

States the rationale for the change with little supporting data

States a reason for the change but no supporting data

Does not address section

Identifies desired outcomes derived from the change once implemented

Describes in detail the expected outcomes from the change

Gives a general description of what should be accomplished by the change

Vaguely describes what the change will accomplish

Does not address section

Describes, in detail, who is selected as the target audience that needs convincing

Describes, in detail, who is selected as the target audience that needs convincing

Gives a general explanation of the target audience

Vaguely describes the target audience

Does not address section

Describes benefits of the change to the institution

Describes, in detail, the benefits of the change to the institution

Describes some of the benefits of the change to the institution

Vaguely describes the benefits of the change

Does not address section

Discusses resources needed and potential

Describes in detail the resources needed and the potential budget

Identifies some of the resources needed for the change may not

Does not identify the resources or does not consider the potential

Does not address section

budget requirements

requirements needed for the change

consider the potential budget requirements

budget requirements

Identifies the group that will lead the initiative, who the group members are and why they were chosen

Identifies the group that will lead the initiative, who the group members are and why they were chosen

Identifies the group that will lead the initiative but does not identify who the group members are or why they were chosen

Vaguely identifies the group that will lead the initiative

Does not address section

Proposes a timeline for initiating the change with rationales

Proposes a detailed timeline for initiating the change with rationales

Proposes a timeline for initiating the change, weak rationale

No timeline identified or lacks rationale

Does not address section

Identifies measures of success used to evaluate the outcome of the change

Identifies specific measures of success used to evaluate the outcome of the change

Identifies some measures of success used to evaluate the outcome of the change

Identified measures of success do not evaluate the outcome of the change

American Sentinel University

Activity 1 – Complete First

Basic Windshield Survey – Urban

You will enter Sentinel City® via the link to begin your virtual experience by taking a bus tour of Sentinel City®.  Since this is your first tour, please select the slowest speed and stay on the bus the entire time at least once before getting off the bus.

As you take the tour, write down your observations, specifically those that align with the demographics and/or subsystems listed in the left-hand column of the rubric. 

  • Describe the characteristics of the people you see in Sentinel City®.
    • What are the race/ethnicity distribution, age ranges, and gender mix?
    • Are there signs of poverty or wealth? What are they?
  • Who do you see on the streets?
    • Parent with child, teens, couples, disabled persons?
    • Are there homeless persons, beggars, etc.?
    • Is there anyone in the city you would not expect to see?
  • Are there dogs on or off the leash? Are there other animals?
  • Are there churches and what are their denominations?

Compile your observations addressing each item listed in the first column of the rubric.  You are encouraged to add other relevant characteristics you observe that may not be listed in the first column. 

Select a target population of interest and discuss relevant demographic data and health status indicators for this population group. Identify major health concerns for this target population.  Include discussion of major health concerns in relation to a global health issue.

Reading and Resources

Additional Instructions:

  • All submissions should have a title page and reference page.
  • Utilize a minimum of two scholarly resources.
  • Adhere to grammar, spelling and punctuation criteria.
  • Adhere to APA compliance guidelines.
  • Adhere to the chosen Submission Option for Delivery of Activity guidelines.
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