The purpose of this assignment is to conduct research on potential job opportunities in your desired career field and determine the importance of tailoring a resumé and cover letter for that specific job position.

On average a resumé and cover letter have less than 10 seconds to make an impression and provide an opportunity for the applicant to move on to the interviewing process. Therefore, securing employment often hinges on creating an effective resumé and cover letter that aligns with the required job skills and experience.

Conduct research on a minimum of two potential job positions within your desired career field. Reflect in 250-500 words on the following questions regarding the specific organizations as well as the skills, knowledge, and experience needed to obtain these positions.

• Provide a brief introduction of your desired career field.
• Provide an overview of each organization and the specific position you are applying to. You are required to include the name of the company(UNIVERSITY OF MIAMI HOSPITAL), their website, social media handles, and approximate number of employees.
• Describe 2-3 facts about the company that are interesting to you and explain why you want to work for this company in the future.
• Describe the knowledge, skills, and experience required by the job positions selected. What knowledge, skills, experiences, or other opportunities do you need to obtain in order to be eligible for these job positions?
• Explain the significance of drawing connections between the requirements listed in the job descriptions and your resumé and cover letter, relevant to your career field. Determine how you would make those connections within your resumé and cover letter to ultimately gain the hiring manager’s attention.

 Personalised care as identified in the NHS Long Term Plan (2019) promotes the nurse to consider the ‘person’ as opposed to the ‘patient’ (NHS England, 2019; Nursing and  Midwifery Council [NMC], 2018). In doing so, you will need to use appropriate communication skills and interpersonal skills to support and enable the person to make informed choices within their episodes of care. This assessment will centre around a  person’s story of an episode of care (services provided to a patient within a specific period across a continuum of care in an integrated system). You will need to choose one story/experience and address the assessment criteria set out under ‘Assessment  Criteria’.   

Required Resources
Read/review the following resources for this activity:

• Textbook: Chapters 9, 10
• Lesson
• Minimum of 5 scholarly source (in addition to the textbook)

Instructions
First, return to your topic chosen in the week three assignment.

• Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
• Next, articulate and then evaluate the ethical positions  using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
• Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.

Include the following:

• Publication details
• Annotation (a detailed reading of the source)

Each annotation section should include the following:

• Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
• Describe the controversies or “problems” raised by the articles.
• State whether you agree or disagree and give reasons.
• Locate one or two quotations to be used in the final research project.
• Evaluate the ways in which this article is important and has helped you focus your understanding.

Use the following as a model:

APA Reference
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.

Annotation Example
In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gauge learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school.

Writing Requirements (APA format)

• Length: 4-7 pages (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page

Purpose

The purpose of this discussion is to explore the project evaluation phase of the project planning process. It is also important that the team who is developing and implementing the project has a unified vision of how they intend to define “success” and that this measure is placed against outcomes before the team disbands and moves on.

Instructions

Reflect upon your readings and professional experience and address the following.

• Describe how will you measure the success of your DNP project.

Please review the following link for complete discussion requirements:

• Link (webpage): Graduate Discussion Grading Guidelines and Rubric

Assignment Scenario

After graduating from nursing school and passing your boards, you accepted a position as an RN in the emergency center at Rasmussen General Hospital (RGH). In the weeks ahead, your emergency center plans to implement a new initiative where clients diagnosed with low-risk deep vein thrombosis (DVT) will be sent home on 3 months of oral anticoagulation therapy with rivaroxaban.

Historically, clients diagnosed with DVTs in the emergency center were admitted to the hospital’s observation unit. However, when surveyed about their experiences, many clients reported that this was costly, time-consuming, and inconvenient. Under RGH’s new program, emergency center nurses will be responsible for educating clients about their new medication and administering the first dose to the client before discharge.

As part of this new initiative, all emergency center nurses at RGH must be trained to properly educate these clients on all aspects of their new medication regimen. Because you have demonstrated a keen interest in pharmacology, your manager has asked you to develop the educational tools that will be used to train the nurses at RGH.

It’s worth noting that the standard dosing for all low-risk DVTs is as follows:

• 15 mg BID, 12 hours apart, for 21 days
• After 21 days, use 20 mg once per day
• After 90 days, the client will follow up in the thrombosis clinic to evaluate if they meet criteria for discontinuing the medication

Assignment Instructions

Your manager explained that all of the emergency center nurses at RGH will be educated in small groups through a short, in-service training session. You have been asked to develop a professional-looking PowerPoint presentation that the trainers will use to guide the in-service sessions. Your PowerPoint will need to:

1. Be professional-looking (show current evidence-based practices), have a title slide, and 10-15 content slides.
2. Use the Speaker Notes feature in PowerPoint to reduce the amount of text that appears on the content slides.
3. The Speaker Notes for each slide will contain the text that will guide what the trainer will say while presenting the slides during the in-service.
4. The speaker notes should be written in full sentence format. The speak notes should show comprehension of the material, this means the speaker notes should add additional information to the notes on the slide; they should explain definitions, diagrams, and provide examples. The speaker notes should be easy to understand and follow. The speaker notes should add to the presentation and not be directly copied from the content slides. (Speaker notes should follow APA guidelines)
5. The Speak Notes need to be copied onto a word document and submitted through grammeraly.
6. The content slides themselves should be clear and easy to understand; they serve as an outline so the audience can follow along with what is being presented (Slide should follow APA guidelines)
7. Both slides and speaker notes should be written using proper spelling/grammar and at a level that would be appropriate for the audience.
8. Remember the purpose of the training is to help nurses learn about this medication so they can educate their clients about the use of a medication. With that in mind, it may be helpful to provide examples of how to explain the information to a client in an easy-to-understand way without complicated, technical terms.
9. Include APA formatted in-text citations on each slide as well as in the speaker notes. This assignment requires 3 scholarly references and present the sources in APA format on a References slide.
10. Contain content addressing the items below.
11. Pharmacotheraputics
12. State the drug name and its therapeutic category
13. Pharmacodynamics (how does this drug work? How does it affect the body?)
14. Pharmacokinetics (how is this drug absorbed, distributed, metabolized, and excreted; why is this information important to the nurse?).
15. Discuss dosage, scheduling, route, and length of therapy.
16. Describe what clients can expect regarding their therapeutic response and when it should develop
17. Introduce non-drug measures that clients can do to enhance their therapeutic response (e.g., specific diet to follow, exercise requirements, substances to avoid, special precautions to take, etc.)
18. Side Effects, Adverse Effects, and Interactions
19. Explain the symptoms of common side effects, and what clients can do to minimize any discomfort. Ask yourself what can nurses do to prevent and/or treat some of the common side effects listed?
20. Explain the symptoms of any major adverse effects. What should clients do if they experience them?How can clients prevent these major adverse effects? How can nurses assess for these adverse effects? How can nurses prevent and/or treat these adverse effects?
21. List the major adverse drug-drug interactions and drug-food interactions that clients need to be made aware of
22. Follow-up Care
23. Provide information regarding when clients should call their doctor for advice (e.g., questions, non-urgent symptoms, unpleasant side effects, etc.)
24. Emphasize any symptoms for which clients should seek immediate care (e.g., when to go to the emergency center or call 911)

The following items need to be turned in to complete this assignment:

1. The power-point presentation with speaker notes
2. The word document with the speaker notes
3. The Grammeraly Report with both plagiarism and grammar report
4.  needs one  peer evaluation

Note: When developing a professional-looking presentation, it’s important to be mindful of how you layout your content. The slides should present key points, arranged in a logical manner, without extraneous information contributing to a cluttered look. Using the Speaker Notes feature in PowerPoint is a great way to include relevant details without overloading the slides.