Human Experience Across the Health-Illness Continuum 2025

Benchmark – Human Experience Across the Health-Illness Continuum View Rubric Due Date: Apr 07, 2019 23:59:59 Max Points: 100 Details: The benchmark assesses the following competency: Benchmark: 5.1. Understand the human experience across the health-illness continuum. Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following: Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.). Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Benchmark – Human Experience Across the Health-Illness Continuum 1 Unsatisfactory 0.00% 2 Less than Satisfactory 75.00% 3 Satisfactory 79.00% 4 Good 89.00% 5 Excellent 100.00% 80.0 %Content 30.0 %Health-Illness Importance to Health and Patient Care (Benchmarked: 5.1. Understand the human experience across the health-illness continuum.) A discussion on the importance of the health-illness continuum is not presented. A partial summary on the importance of the health-illness continuum is presented. The summary does not fully include the relation of the continuum to health and the human experience in patient care. There are significant inaccuracies. More evidence or information is needed. A general discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion generally establishes that the health-illness continuum is important to patient care. There are some inaccuracies. More information or rationale is needed. A discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Some rationale is needed for clarity. A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support. 30.0 %Refection on Personal State of Health and the Health Illness Continuum Reflection on personal overall state of health is omitted. A partial summary of personal overall state of health is included. The summary is not informative. Behaviors supporting or detracting from health and well-being are omitted or incomplete. A general discussion of personal overall state of health is included. Overall the discussion demonstrates some insight into some behaviors supporting or detracting from health and well-being. The author does not clearly establish where personal health falls on the health-illness continuum. A discussion of personal state of health is included. The discussion demonstrates personal insight into overall behaviors supporting or detracting from health and well-being. The author establishes where personal health falls on the health-illness continuum. A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where personal health falls on the health-illness continuum. 20.0 %Resources Supporting Wellness Options and resources available to help the author move toward wellness on the health-illness continuum are omitted. Partial options and resources available that would help the author move toward wellness on the health-illness continuum are presented. It is unclear how this will assist in moving the author toward wellness. General options and resources available that would help the author move toward wellness on the health-illness continuum are presented. More information is needed to establish how this will assist in moving the author toward wellness. Options and resources available that would reasonably help the author move toward wellness on the health-illness continuum are presented. The author establishes how these resources will assist in moving toward wellness. Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated. 15.0 %Organization and Effectiveness 5.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 15.0 %Organization and Effectiveness 5.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct. 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 100 %Total Weightage

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Nursing Standardized Simulation (Annie Laduke) 2025

Student Instructions for Standardized Simulation NR 304 Annie Laduke SCENARIO OVERVIEW: Annie Laduke is a 32-year-old Native American female with no significant health history. This morning, she presented to her provider’s office with complaints of pain, increased redness, and warmth of the right lower leg in the calf area. She was directly admitted to the inpatient medical unit by her provider.  Health histories and physical assessments: a-Peripheral vascular system  SIMCARE CENTER™ activities: b-Focused assessment Please keep in mind you will also be required to recognize a variety of signs and symptoms linked to abnormalities in these skills. Question 1. Based on what you’ve learned about the nursing process, describe one applicable nursing diagnosis, treatments, and nursing considerations for this diagnosis. 2. What are some non-pharmacological measures that can be used for pain relief in care for this patient? 3. Describe the components of a peripheral vascular nursing assessment. PLEASE USE APA FORMAT AND INLUDE REFERENCES LESS THAN 5 YEARS OLD

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Problem/PICOT/Evidence Search (PPE) Worksheet 2025

Purpose This assignment provides a learning activity for students to experience a practice-based scenario and apply a process worksheet designed to assist in the identification of an independent nursing problem or concern, develop a PICOT clinical question, and search for evidence using credible online databases/sources. Course Outcomes This assignment enables the student to meet the following Course Outcomes. CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO 7) CO2: Apply research principles to the interpretation of the content of published research studies. (POs 4 & 8) CO4: Evaluate published nursing research for credibility and significance related to evidence-based practice. (POs 4 & 8) CO5: Recognize the role of research findings in evidence-based practice. (POs 7 & 8) Points This assignment is worth 175 points . Directions Read over each of the following directions. You must read the Assignment Practice Scenario below before completing the PPE Worksheet. Download and use the required PPE Worksheet (Links to an external site.) . Review the information provided in our library of how to search for journal articles here (Links to an external site.) . Review the information provided in our library of how to locate and copy a journal permalink (Links to an external site.) . You are required to complete the worksheet using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.) . Click on the envelope at the top of the page. Complete each section of the Problem/PICOT/Evidence (PPE) Worksheet. For the Clinical PICOT Question , use the NR439_Guide for writing PICOT Questions and Examples. N439_Guide for writing PICOT Questions and Examples (Links to an external site.) Use one of the templates/guides to write your Clinical PICOT Question using all of the PICOT elements. Be sure to include the PICOT letters in your question. Be sure to use the PPE grading rubric to make certain you are meeting all grading criteria of the PPE Worksheet. Use correct grammar, spelling, punctuation, and in-text APA formatting. Submit the completed PPE Worksheet on the Week 3 Assignment page. Students, A short tutorial with tips for completing the Week 3 Problem/PICOT/Evidence Search (PPE) worksheet assignment may be viewed here. Assignment Practice Scenario Your Chief Nurse Executive (CNE) recognizes you are pursuing your BSN and has asked you to be a member of the nursing evidence-based practice (NEBP) committee. She has advised the members that the purpose is to conduct nursing research studies involving clinical practice problems. Increasing nurses’ awareness of quality and safety concerns will help develop an attitude of inquiry and asking questions (Sherwood & Barnsteiner, 2017). Baccalaureate nurses “collaborate in problem identification, participate in the process of search, retrieval, and documentation of evidence, and integrate evidence using credible databases and internet resources” (AACN, 2008, pp. 16-17). The CNE has advised all members of the following areas of quality and safety clinical practice that each committee member needs to consider and choose only one as a priority area for conducting a research study. Sources of research problems come from nursing clinical practice (Houser, 2018): QualitySafety Patient satisfaction Patient education Falls Non-pharmacological pain management Errors. Examples include: Medication Patient identification Communication Readmissions Length of stay Costs Healthcare Associated Infections (HAIs). Examples include: Central Line Associated Blood Stream Infections (CLABSI) Catheter Associated Urinary Tract Infections (CAUTI) Ventilator Associated Pneumonia (VAP) Surgical Site Infections (SSI) Sepsis (Screening or Prevention) Discharge Teaching/Coaching Transitions of Care/Level of Care Pressure Ulcers Skin Integrity Your CNE has requested that you select ONLY one topic area and complete the PPE Worksheet using only one topic area. The committee will collaborate and decide as a team which nursing clinical problem area will be the priority focus of their next research study. Thank you for your valuable contributions to this important NEBP committee. References American Association of Colleges of Nurses (AACN). (2008). Executive summary: The essentials of baccalaureate education for professional nursing practice (2008). Retrieved from http://www.aacnnursing.org/Education-Resources/AACN-Essentials Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett. Sherwood, G., & Barnsteiner, J. (2017). Quality and safety in nursing: A competency approach to improving outcomes (2nd ed.). Hoboken, NJ: Wiley-Blackwell. Quality and Safety Education for Nurses (QSEN). (2018). QSEN knowledge, skills, and attitude competencies . Retrieved from http://qsen.org/competencies/pre-licensure-ksas/

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Environmental Health: Local to Global: Module 1 Quiz 2025

Question 1 In environmental health, the term toxin refers to a toxic substance that _______________. [removed] is naturally produced by a plant or animal [removed] occurs in the occupational setting [removed] results from human activity [removed] a man -made product introduced into the environment due to human activity 1 points Question 2 In toxicity testing in rodents, the LD50 is a dose that is _______________. [removed] acutely fatal to 50 percent of test animals [removed] fatal to 50 percent of test animals within a 90-day period [removed] fatal to 50 percent of test animals after lifetime bioaccumulation 1 points Question 3 Which of the following is not characteristic of a health impact assessment? [removed] It evaluates a site or activity as it is, rather than looking forward in time [removed] It includes social and economic factors in the assessment [removed] It incorporates input from community members 1 points Question 4 An exposure pathway connects _______________ to _______________. [removed] an exposure / a change in tissue structure or function [removed] inhalation / absorption [removed] the environmental source of a contaminant / the point of exposure 1 points Question 5 The three major routes of human exposure to environmental contaminants are _______________. [removed] by air, water, and soil [removed] environmental, occupational, and residential [removed] ingestion, inhalation, and dermal contact 1 points Question 6 The phrase contact with the human envelope is a common definition of _______________. [removed] absorption [removed] disposition [removed] exposure 1 points Question 7 The quantity of a toxicant (or its breakdown product) that is available to interact with some vulnerable tissue in the body is called the _______________. [removed] absorbed dose [removed] biologically effective dose [removed] body burden 1 points Question 8 The body burden of a chemical in the body reflects the net effect of _______________. [removed] absorption and biological effectiveness [removed] synergism and antagonism [removed] the processes of toxicokinetics 1 points Question 9 Bioaccumulation is the _______________. [removed] gradual building up of a chemical in the tissue of an organism [removed] increase of concentrations of a chemical at higher levels of a food pyramid [removed] movement of a chemical from water to living tissue 1 points Question 10 Which of the following is an example of a biomarker? [removed] Body mass index calculated from measured height and weight [removed] Concentration of a pesticide in blood [removed] Inhalation rate in liters per hour 1 points Question 11 The Ames test is a test of a chemical’s _______________. [removed] acute lethality, and is conducted in rodents [removed] mutagenicity, and is conducted in bacteria [removed] teratogenic potential, and is conducted mammalian cells 1 points Question 12 Exposure modeling is used to estimate the _______________. [removed] biologically effective dose of a toxicant [removed] fate and transport of a toxicant [removed] ingestion of, inhalation of, or dermal contact with a toxicant 1 points Question 13 Conceptually, a reference dose is a dose that has no adverse effects in _______________. [removed] sensitive subpopulations over a long-term exposure [removed] sensitive subpopulations over a short-term exposure [removed] the general population over a long-term exposure [removed] the general population over a short-term exposure 1 points Question 14 Which of the following is one of the major processes which together make up toxicokinetics? [removed] Bioconcentration [removed] Distribution [removed] Mutation [removed] Synergism 1 points Question 15 In doing a risk assessment for a chemical, the usual assumption is that _______________. [removed] carcinogenicity has a threshold; non-cancer effects do not [removed] non-cancer effects have a threshold; carcinogenicity does not [removed] both carcinogenicity and non-cancer effects have thresholds [removed] neither carcinogenicity nor non-cancer effects has a threshold 1 points Click Save and Submit to save and submit. Click Save All Answers to save all answers.

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Case Study: Healthcare Data Standardization 2025

Case Study Read the following case study: A small community hospital in the Midwest has used a homegrown information system for years. The system began in the early 1970s with a financial module. Over time, additional modules were added. A limited number of departments selected a commercial system and interfaces were used to integrate these into the overall functionality of the hospital information system. Except for physicians, most in-house clinical or care-related documentation is online. However, about 15% to 20% of this documentation is done by free text and is not effectively searchable. In addition, the screens, including the drop-down and default values, were built using terms selected by the in-house development team in consultation with clinical staff; thus there is no data dictionary or specific standard language. In the last few years, the hospital has purchased two outpatient clinics (obstetrics and mental health) and a number of local doctor practices. The clinics and doctors’ offices are now being converted to the hospital administrative systems. A few of the clinical applications that are tied directly to the administrative systems such as order entry and results reporting are also being installed. A major change is being planned. A new chief information officer (CIO) was hired last year and she has appointed a chief medical information officer (CMIO) and a chief nursing information officer (CNIO). No other significant staff changes were made. With her team in place, one of the CIO’s first activities was to complete an inventory of all applications. Rather than continue to build, a decision was made to switch to a commercial vendor and the hospital selected a commercial system. As a member of the clinical staff with informatics education, the CIO has requested that you develop a training and information presentation for the clinical staff that will: 1· Identify two or more issues with the existing system 2· Provide staff with appropriate “work-around” for using the existing system 3· Provide an overview of two of the standard languages used within the new system including discipline or specialty, updating frequency, and available cross-maps – One standard language should pertain only to nursing – One standard language should be multidisciplinary. 4· Obtain clinical staff input, using a five-question survey, of specific methods to support transition to the new system; questions should be open-ended. PowerPoint Presentation Directions: 1. Review the case study. 2. Download the provided PowerPoint template to create a presentation that includes: · Your name on the title slide of the presentation · Identification of two or more issues with existing system · Identification of “work-a-round” solutions when using existing system · Overview of standard language used only in nursing · Overview of multidisciplinary standard language · Set of five (5) open-ended survey questions for staff input on transitioning to the new system Presentation is free of spelling and grammar errors.

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