Florida National University C

Watch the global broadcast ‘Nations United” video UN Sustainable Development Goals Take the time to genuinely watch this video, IT IS REALLY VERY MOVING AND INSPIRATIONAL and speaks to every person in the world who has lived through COVID and what we as a world confront in terms of inequality and poverty.

Some of the questions below may seem redundant so you do not need to repeat your answers. I am just trying to get you to think about how the video makes you feel, how you can relate your personal experience with COVID to the video or perhaps you have a completely different understanding after watching the video and reviewing the specific SDG’s. You do need to answer the questions but more importantly I want you to genuinely think about what watching the video and exploring the specific SDG’s you have chosen mean to you. I want to know what knowledge you gain from learning about the SDG’s and also how watching this video makes you feel about your potential role in the world and what makes you passionate about becoming a nurse and being able to truly make a change in the world. You all went into nursing to make a difference in people’s lives, to help others. How does this video and learning about the SDG’s speak to that passion? Now that you have the knowledge to truly make a change in people’s lives, so what will you do with that? 

Step 1: What were your thoughts after watching the video (generally; how did it make you feel)? What parts of the video did you feel strongly about or touched you in a very personal way and why (describe in detail)? What do you believe the overall message of this video is? Name two issues or concerns that you were not aware of before watching the video, what did you learn from watching the video and how did this make you feel?

Step 2: What are the Sustainable Development Goals (SDG’s)? How did they come about? Chose 2 of the SDG that personally resonate with you (speak to you on a very personal level) and explain why these 2 are important to you. Read and learn about these 2 SDG’s by exploring them through the website. What did you learn and summarize them in your own words for your classmates (highlight the important aspects of the SDG and what you learned from exploring the specific Goal)? Make sure to specifically address how the SDG links to COVID. After exploring these specific SDG’s what did you learn and does any of it relate to your own experience with COVID? Did it humble you or were you able to see links that you were not aware of before? There are no right or wrong answers here, this is genuinely about learning the SDG’s and how the world has been impacted both by COVID and impacting global health.

Step 3: Now that you have explored these 2 SDGs describe how you feel you can impact these SDGs as a nurse. What would you want to do if you could? What would you want to do, once you are a nurse at a local, national or even international level? Think as if there are no limits to what you can do, believe that you can make a difference (which you will every day you work with people, families, and patients). How would you do it and why (generally)? What makes you feel passionately about making this change.

Florida National University C

  • Choose your argument:
  1. Prosecutors are abusing the use of plea bargains to bypass the Sixth Amendment’s right to confront witnesses, while inflating their conviction rates.
  2. Prosecutors are not abusing the use of plea bargains or violating the Sixth Amendment as a means of increasing their conviction rates.
  • Support your position by (1) referencing scholarly sources (LexisNexis law review articles or academic scholarly articles from LIRN) and (2) referencing one current news event (less than five years old).
  • Draft a response that adheres to this four-paragraph essay format:
  1. Introduction (brief introduction of your argument and support).
  2. Summary of scholarly articles and how its findings support your argument.
  3. Summary of current news event (less than three years old) and a thorough analysis on how it supports the arguments drafted in the previous paragraph.
  4. Conclusion (summarize findings to support argument).

GUIDELINES:

  • Properly formatted citations are required through-out the essay.
  • This essay must flow coherently, connecting the “dots” coherently and logically. Transitions between paragraphs are crucial in maintaining that flow.
  • Draft your response in a doc file, preferably Google Docs to ensure that it does not get lost. Submit the doc file as an attachment.
  • Review the materials used from sources. Did you copy the content? Is it paraphrased? Basically, this entire essay must come from sources. None of it can possibly come from your personal, first-hand, empirical study. Therefore, each paragraph will require several citations.
  • Legal studies students follow Bluebook Practitioner Rules (fully embedded citations). All other students follow APA rules (embedded in-text cites linked to an alphabetical “references” list of all sources). Refer to the CITATION files in the Student Success Folder.
  • Formatting: Double-space. One-inch margins: top, bottom, left, and right. Font: Times New Roman, black, size 12.
  • Proofread before final submission. Refer to WRITING files in the Student Success Folder.

GRADING CRITERIA:

  • Content (40%): Response must be thorough and original; the analysis must come from the sources researched in Week Three. If sources cited are not from the FNU Library or LexisNexis, or if no sources are provided at all, there will be a 20-point deduction from the “Content” grade.
  • Sources (30%): All sources used must be primary authority or secondary scholarly from the FNU Library or LexisNexis. Sources obtained from any other search engine are unacceptable and will result in zero-points for the “Sources” grade.
  • Citations (20%): All citations must be properly formatted to meet APA, Bluebook Practitioner Rules, or Bluebook Law Review Rules. Pay close attention to the in-text and References Page requirements of APA, or, the total embedding of citations within content when following Bluebook (remember, Bluebook does NOT allow for a “references” list to be submitted; they are not placed at the bottom of a response, at the bottom of a page, or at the end of the document).
  • Grammar & Professionalism (10%): Response must be proofread and edited to meet college-level writing expectations. The overall presentation of your document must be professional (remove hyperlinks, change fonts to Times New Roman, 12, black font, create a cover page, format the entire file to one-inch margins all-around.
  • Do not use I, you, we, or us.
  • Do not use contractions.
  • Do not submit a response without credible sources & properly formatted citations.
  • The scholarly source for paragraph ii must come from LexisNexis or FNU’s LIRN Database. The current news event for paragraph iii must come from a reputable news website, for example, CNN, NBC, ABC.

Florida National University C

In a 5-7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.Introduction
Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness.Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective.This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following:

Develop a problem statement for a patient, family, or population that’s relevant to your practice.

  • Begin building a body of evidence that will inform your approach to your practicum.

Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem. 

Preparation
In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).To prepare for the assessment, complete the following:

Identify the patient, family, or group you want to work with during your practicum The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.

  • Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.
  • In addition, you may wish to complete the following:
  • Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed.

Review the Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum.

  • Note: Remember that you can submit all, or a portion of, your draft assessment 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
    Complete this assessment in two parts.Part 1
    Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.Part 2
    Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.CORE ELMS
    Complete the NURS-FPX4900 Volunteer Experience Form in CORE ELMS. Include a description of your relationship to the patient, family, or group in the Volunteer Experience comments field.Requirements
    The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

Define a patient, family, or population health problem that’s relevant to your practice. 

Summarize the problem you’ll explore.

Identify the patient, family, or group you intend to work with during your practicum.

  • Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.
  • Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.
  • Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined. 

Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice.

  • Explain how you would know if the data are unreliable.
  • Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined.

Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.

  • Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.

Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your practicum.

Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined. 

Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.

Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.

Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.

Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined. 

Discuss research on the effectiveness of leadership strategies.

Define the role that you anticipate leadership must play in addressing the problem.

Describe collaboration and communication strategies that you anticipate will be needed to address the problem.

Describe the change management strategies that you anticipate will be required to address the problem.

Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

Organize content so ideas flow logically with smooth transitions.

Florida National University C

Instructions

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.

  1. Describe the health care problem or issue you selected for use in Assessment 2 (from the Assessment Topic Areas media piece) and provide details about it. 
    • Explore your chosen topic. For this, you should use the first four steps of the Socratic Problem-Solving Approach to aid your critical thinking. This approach was introduced in Assessment 2.
    • Identify possible causes for the problem or issue.
  2. Use scholarly information to describe and explain the health care problem or issue and identify possible causes for it. 
    • Identify at least three scholarly or academic peer-reviewed journal articles about the topic. 
      • You may find the How Do I Find Peer-Reviewed Articles? library guide helpful in locating appropriate references.
      • You may use articles you found while working on Assessment 2 or you may search the Capella library for other articles.
      • You may find the applicable Undergraduate Library Research Guide helpful in your search.
    • Review the Think Critically About Source Quality to help you complete the following: 
      • Assess the credibility of the information sources.
      • Assess the relevance of the information sources.
  3. Analyze the health care problem or issue. 
    • Describe the setting or context for the problems or issues.
    • Describe why the problem or issue is important to you.
    • Identify groups of people affected by the problem or issue.
    • Provide examples that support your analysis of the problem or issue.
  4. Discuss potential solutions for the health care problem or issue. 
    • Describe what would be required to implement a solution.
    • Describe potential consequences of ignoring the problem or issue.
    • Provide the pros and cons for one of the solutions you are proposing.
  5. Analyze the ethical implications if the potential solution (the one for which you provide pros and cons) were to be implemented. 
    • Provide examples from the literature to support the points you are making.
    • Discuss the pros and cons of implementing the proposed solution from an ethical principle point of view.
    • Describe what would be required to implement the proposed solution.

Florida National University C

I’m trying to study for my Business course and I need some help to understand this question.


  1. Question 1

    0.5 PointsCells that secrete large amounts of glycoprotein have many Golgi stacks.__________________


  2. Question 2

    0.5 PointsIntermediate filaments are most closely associated with which of the following?


  3. Question 3

    0.5 PointsPlants lack organ systems for disposing of toxic metabolic waste products. Their cells’ vacuoles are like what animal cell organelle?


  4. Question 4

    0.5 PointsDuring an infection, white blood cells travel to the infected site and phagocytize the pathogens. After phagocytosis, primary lysosomes fuse with the phagocytic vesicle to form a larger vesicle called a secondary lysosome. The purpose for this process is to:


  5. Question 5

    0.5 PointsThe outer membrane of the nuclear envelope is continuous with the membrane of the ____ and is usually covered with attached ribosomes.


  6. Question 6

    0.5 PointsDNA must transcribe its information into what type of molecule before leaving the nucleus and entering the cytoplasm?


  7. Question 7

    0.5 PointsBriefly explain the relationship between the surface area and volume of a cell and overall cell size. List two ways in which organisms have successfully “solved” this problem.


  8. Question 8

    0.5 PointsThe accompanying image is the product which type of microscope?


  9. Question 9

    0.5 PointsDNA is associated with RNA and certain proteins, forming a complex called:


  10. Question 10

    0.5 PointsThe largest and most complex assembly of proteins in most eukaryotic cells are the:


  11. Question 11

    0.5 PointsThe smooth ER is the primary site for the synthesis of phospholipids and cholesterol needed to make ____.


  12. Question 12

    0.5 PointsYou want to determine the location of a specific protein in a cell using a colored stain. Which of the following is the best technique for this purpose?


  13. Question 13

    0.5 PointsEvidence that all living cells have a common origin is best illustrated by the:


  14. Question 14

    0.5 PointsWhat cellular structure is unique to plant cells and some photosynthetic fungi?


  15. Question 15

    0.5 PointsThe cis face of the Golgi complex is most directly involved in which process?


  16. Question 16

    0.5 PointsHow does the scanning electron microscope differ from the transmission electron microscope?


  17. Question 17

    0.5 PointsProteins made on ribosomes may be further modified within which organelle?


  18. Question 18

    0.5 PointsA single cell in a smoker’s lung has become cancerous. It doubles its DNA and divides much faster than a normal lung cell. The most likely change that would have caused this condition took place in the:


  19. Question 19

    0.5 PointsThe force necessary to cause microtubules of cilia and flagella to slide alongside one another is provided through the action of ____ proteins, which derive the energy to perform their work directly from ____ molecules.


  20. Question 20

    0.5 PointsAs a result of testing an experimental drip on a vertebrate cell, you notice that the cell cortex becomes more fluid, and although the cell remains strong, it loses its ability to move. Based on this evidence, you correctly conclude that the drug most directly affected:

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