Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

1. Describe the contemporary issue and explain what external stressors are associated with this issue.
2. Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.
3. Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented. 

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Preparation

You have been presented with a number of patient case files in the Evidence-Based Patient-Centered Care media piece. You reviewed each case, selected one case for further research, and created draft evidence-based concept map to illustrate an approach to individualized care for the patient. In this assessment, you will build upon and refine your draft concept map and develop a supporting narrative.

Create your concept map and narrative as separate documents. Be sure to note the areas where you need to include your evidence-based support and where you need to make clear your strategies for communicating information to the patient and the patient’s family.

Note: Many organizations use the spider style of concept maps (see the Taylor & Littleton-Kearney article for an example). Also, if a specific style of concept map is used in your current care setting, you may use it in this assessment.

Create your concept map and narrative as separate documents. Be sure to note the areas where you need to include your evidence-based support and where you need to make clear your strategies for communicating information to the patient and the patient’s family.

Requirements

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

Supporting Evidence and APA Style

Integrate relevant evidence from 3–5 current scholarly or professional sources to support your assertions.

• Apply correct APA formatting to all in-text citations and references.
• Attach a reference list to your narrative.

Concept Map

• Develop a concept map for the individual patient, based upon the best available evidence for treating your patient’s health, economic, and cultural needs.

Narrative

Develop a narrative (2–4 pages) for your concept map.

• Analyze the needs of your patient and their family, and determine how those needs will influence a patient-centered concept map.      
  • Consider how your patient’s economic situation and relevant environmental factors may have contributed to your patient’s current condition or affect their future health.
  • Consider how your patient’s culture or family should influence your concept map.
• Justify the value and relevance of the evidence you used as the basis of your concept map.      
  • Explain why your evidence is valuable and relevant to your patient’s case.
  • Explain why each piece of evidence is appropriate for both the health issue you are trying to correct and for the unique situation of your patient and their family.
• Propose relevant and measurable criteria for evaluating the degree to which the desired outcomes of your concept map were achieved.      
  • Explain why your proposed criteria are appropriate and useful measures of success.
• Explain how you will communicate specific aspects of the concept map to your patient and their family in an ethical, culturally sensitive, and inclusive way. Ensure that your strategies:      
  • Promote honest communications.
  • Facilitate sharing only the information you are required and permitted to share.
  • Are mindful of your patient’s culture.
  • Enable you to make complex medical terms and concepts understandable to your patient and their family, regardless of language, disabilities, or level of education.

Additional Requirements

• Be sure to include both documents when you submit your assessment.

Grading Rubric:

1. Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.

Passing Grade: Designs an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs, and identifies assumptions on which the plan is based.

2. Analyze the needs of a patient, and those of their family, with regard to how those needs will influence a patient-centered concept map.

Passing grade: Analyzes the needs of a patient, and those of their family, with regard to how those needs will influence a patient-centered concept map. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis).

3. Justify the value and relevance of evidence used as the basis of a patient-centered concept map.

Passing grade: Justifies the value and relevance of evidence used as the basis of a patient-centered concept map, and impartially considers conflicting data and other perspectives

4. Propose relevant and measurable criteria for evaluating the outcomes of a patient-centered concept map.

Passing grade: Proposes relevant and measurable criteria for evaluating the outcomes of a patient-centered concept map, and acknowledges challenges specific to such an evaluation process. 

5. Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.

Passing grade: Develops a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way, and identifies assumptions on which the strategy is based. 

6. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

Passing Grade: Integrates relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Citations are error-free. 

MINIMUM OF15 POWER POINT SLIDES WITH DETAIL SPEAKER NOTES ON EACH.  REFERENCE PAGE IS NOT INCLUDED IN THE 15 POWER POINT SLIDES.

 

Case Study:

A patient presents in the ER with a severely low hemoglobin and hematocrit count. Symptomatology includes listlessness, pale, pallor, and hypotensive. The initial assumption is blood loss via the gastrointestinal tract.

As either an FNP or an AG-ACNP student, provide an initial evaluation for either a pediatric or an adult patient. In addition, include the following in your presentation:

1. The presentation of the patient
2. A list of possible conditions that present similarly based on the patient’s symptoms
3. A list of treatment modalities
4. A rationale explaining the possible conditions
5. A rationale explaining the treatment

 

Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care.

NOTE: You are required to complete this assessment before Assessment 4.

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.

As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Adapt care based on patient-centered and person-focused factors.
  • Analyze a health concern and the associated best practices for health improvement.
• Competency 2: Collaborate with patients and family to achieve desired outcomes.
  • Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
• Competency 3: Create a satisfying patient experience.
  • Identify available community resources for a safe and effective continuum of care.
• Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
  • Write clearly and concisely in a logically coherent and appropriate form and style.

Preparation

Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular individual within the community. You decide to prepare a preliminary care coordination plan and proceed by identifying the patient’s three priorities for health and by investigating the resources available in your community for a safe and effective continuum of care.

To prepare for this assessment, you may wish to:

• Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
• Allow plenty of time to plan your patient clinical encounter.
• Be sure that you have a patient in mind that you can work with throughout the course.

Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Note: You are required to complete this assessment before Assessment 4.

This assessment has two parts.

Part 1: Develop the Preliminary Care Coordination Plan

Complete the following:

• Identify a health concern as the focus of your care coordination plan. Possible health concerns may include, but are not limited to:
  • Stroke.
  • Heart disease (high blood pressure, stroke, or heart failure).
  • Home safety.
  • Pulmonary disease (COPD or fibrotic lung disease).
  • Orthopedic concerns (hip replacement or knee replacement).
  • Cognitive impairment (Alzheimer’s disease or dementia).
  • Pain management.
  • Mental health.
  • Trauma.
• Identify available community resources for a safe and effective continuum of care.

Part 2: Secure Individual Participation in the Activity

Complete the following:

• Contact local individuals who may be open to an interview and a care coordination plan addressing their health concerns. The person you choose to work with may be a colleague, community member, friend, or family member.
• Meet with the individual to describe the care coordination plan session that you intend to provide. Collaborate with the participant in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to the plan.
• Establish a tentative date and time for the care coordination plan session. Document the name of the individual and a single point of contact, either an e-mail address or a phone number.

Document Format and Length

For your care coordination plan, you may use the Care Coordination Plan Template [DOCX], choose a format used in your own organization, or choose a format you are familiar with that adequately serves your needs for this assessment.

• Your preliminary plan should be 3–4 pages in length. In a separate section of the plan, identify the person you have chosen to work with, and be sure to include his or her contact information.
• Document the community resources you have identified using the Community Resources Template [DOCX].

Supporting Evidence

Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

• Analyze your selected health concern and the associated best practices for health improvement.
  • Cite supporting evidence for best practices.
  • Consider underlying assumptions and points of uncertainty in your analysis.
• Establish mutually agreed-upon health goals for the care coordination plan, in collaboration with the selected individual.
• Identify available community resources for a safe and effective continuum of care.
• Write clearly and concisely in a logically coherent and appropriate form and style.
  • Write with a specific purpose with your patient in mind.
  • Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

Additional Requirements

Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents.

CORE ELMS

Important note: The time you spend securing individual participation in this activity and the time you spend presenting your final care coordination plan to the patient in Assessment 4 must total at least three hours. Be sure to log your time in the CORE ELMS system. The CORE ELMS link is located in the courseroom navigation menu.

Grading Rubric

1.   Analyze a health concern and the associated best practices for health improvement. 

Passing Grade:  Provides a perceptive analysis of a health concern and the associated best practices for health improvement. Provides credible evidence for best practices and articulates underlying assumptions and points of uncertainty in the analysis. 

2.  Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.

Passing Grade:   Establishes mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient. Ensures the goals are realistic, measurable, and attainable. 

3.  Identify available community resources for a safe and effective continuum of care. 

Passing Grade:  Identifies significant and available community resources for a safe and effective continuum of care. Provides a comprehensive list of resources, with credible evidence of their contribution toward improving community health. 

4.  Write clearly and concisely in a logically coherent and appropriate form and style. 

Passing Grade:  Writes clearly and concisely in a logically coherent and appropriate form and style. Main points, ideas, arguments, or propositions are well-developed and engaging. Adheres to all applicable disciplinary and scholarly writing standards. 

 

Purpose

The purpose of the iCARE Paper assignment is to explore the concept of interprofessional teams and patient outcomes. Nursing supportive actions of compassion, advocacy, resilience, and evidence-based practice will serve as a way to apply care concepts.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO1: Applies principles of nursing, theories, and the care philosophies to self, colleagues, individuals, families, aggregates and communities throughout the healthcare system. (PO#1)

CO6: Plans clinical practice activities that integrate professional nursing standards in accordance with the Nursing Code of Ethics and the American Nurses’ Association (ANA) standards of practice. (PO#6)

Points

The assignment is worth 200 points.

Directions

Please review the infographic as way to guide you in getting started with your assignment: Developing an Assignment with Integrity (Links to an external site.)

Getting Started: Interprofessional teams are part of practice trends we see developing in all aspects of care delivery. Consider you own work environment (or recent clinical setting).

• For this assignment, consider the concept of interprofessional teamwork and patient outcomes.
• Look to your current workplace as an example. (If you are not currently employed, look to a past workplace or clinical practice area.)
• Apply the components of the iCARE concept to interprofessional teams in a short paper. (Body of the paper to be 3 pages, excluding the title page and references page)
• iCARE components are:

C ompassion

A dvocacy

R esilience

E vidence-Based Practice (EBP)

• How could you contribute to an interprofessional team and patient outcomes through nursing actions of: compassion, advocacy, resilience, and evidence-based practice?
• Select one scholarly nursing article from CINAHL as a resource for your paper. Additional scholarly sources can be used but are optional. When searching in the CINAHL database, please limit your search word to one component of the paper you wish to emphasize, such as ‘Resilience’.  Searching for the term iCARE will not produce the results you need.
• Use APA format throughout, particularly in citations and on the References page.
• Please paraphrase throughout. One short quote is permitted.
• The prepared paper template is RECOMMENDED for this assignment.

Download the assignment template here: 

iCare Assignment Template (Links to an external site.) – APA 6th edition

iCare Assignment Template (Links to an external site.) – APA 7th edition

A short tutorial with tips for completing this assignment may be viewed here: iCARE Paper Tutorial (Links to an external site.) 

Elements of iCARE paper

• Title page
• Below are the headings to be used for this assignment.
• Introduction: (No heading needed here in APA) Explain the type of work setting you are discussing and whether interprofessional teams are currently present. If interprofessional teams are present, indicate a team function that could be improved. If interprofessional teams are NOT present, indicate what type of team you think might be possible in the setting.

Describe a nursing action item for each component below that could contribute to: interprofessional team support; how this might impact the culture of your unit or organization; and possible impact on patient outcomes.

• Compassion
• Advocacy
• Resilience
• Evidence-Based Practice
• Summary: Include a summary statement of how iCARE components can support interprofessional teams and patient outcomes. Address how you may be able to influence this process of support for interprofessional teams overall in your unit or organization.
• References page: List any references used in APA format.

Reminder

Before preparing your assignment, please review this “Crediting Sources Made Simple (Links to an external site.)“ resource. This tool is intended to help you understand scholarly writing, APA, referencing, and crediting. Please reach out to your instructor with any questions as you prepare your assignment.

**Academic Integrity**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page.

Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

Rubric

Week 5 iCARE Paper Grading RubricWeek 5 iCARE Paper Grading RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIntroductionThe type of work setting and interprofessional team features are described (improvement or type of team).25.0 ptsIntroduction thoroughly describes the work setting and features of the interprofessional team.22.0 ptsIntroduction describes the work setting and features of the interprofessional team.20.0 ptsOne element from the first column is missing or lacks detail.10.0 ptsTwo elements from the first column are missing and lack detail.0.0 ptsThe introduction is missing.25.0 pts
This criterion is linked to a Learning OutcomeCompassionNursing action related to compassion is described in support of the interprofessional team, the culture of the unit, and patient outcomes.25.0 ptsThe nursing action related to compassion was clearly identified and support of the interprofessional team, the culture of the unit, and patient outcomes were thoroughly explained.22.0 ptsThe nursing action related to compassion was identified and satisfactorily supported the interprofessional team, the culture of the unit, and patient outcomes.20.0 ptsThe nursing action related to compassion was identified and one of the elements of support from the first column were missing or lacked detail.10.0 ptsThe nursing action related to compassion lacked more than two elements of support or lacked detail.0.0 ptsNo Marks25.0 pts
This criterion is linked to a Learning OutcomeAdvocacyNursing action related to advocacy is described in support of the interprofessional team, the culture of the unit, and patient outcomes.25.0 ptsThe nursing action related to advocacy was identified and support of the interprofessional team, the culture of the unit, and patient outcomes were thoroughly explained.22.0 ptsThe nursing action related to advocacy was identified and satisfactorily supported the interprofessional team, the culture of the unit, and patient outcomes.20.0 ptsThe nursing related to advocacy was identified and one of the elements of support from the first column were missing or lacked detail.10.0 ptsThe nursing action related to advocacy lacked more than two elements of support or lacked detail.0.0 ptsThe nursing action and support elements were missing.25.0 pts
This criterion is linked to a Learning OutcomeResilienceNursing action related to resilience is described in support of the interprofessional team, the culture of the unit, and patient outcomes.25.0 ptsThe nursing action related to resilience was identified and support of the interprofessional team, the culture of the unit, and patient outcomes were thoroughly explained.22.0 ptsThe nursing action related to resilience was identified and satisfactorily supported the interprofessional team, the culture of the unit, and patient outcomes.20.0 ptsThe nursing action related to resilience was identified and one of the elements of support from the first column were missing or lacked detail.10.0 ptsThe nursing action related to resiliency lacked more than two elements of support or lacked detail.0.0 ptsThe nursing action and support elements were missing.25.0 pts
This criterion is linked to a Learning OutcomeEvidence-Based PracticeNursing action related to EBP is described in support of the interprofessional team, the culture of the unit, and patient outcomes.25.0 ptsThe nursing action related to EBP was identified and support of the interprofessional team, the culture of the unit, and patient outcomes were thoroughly explained.22.0 ptsThe nursing action related to EBP was identified and satisfactorily supported the interprofessional team, the culture of the unit, and patient outcomes.20.0 ptsThe nursing action related to EBP was identified and one of the elements of support from the first column were missing or lacked detail.10.0 ptsThe nursing action related to EBP was not sufficiently identified or one of the elements of support from the first column were missing or lacked detail.0.0 ptsThe nursing action and support elements were missing.25.0 pts
This criterion is linked to a Learning OutcomeSummaryExplain how nursing actions of the iCARE components can support interprofessional teams and patient outcomes. Address how you can influence support for interprofessional teams on your unit or area of practice.35.0 ptsKey points regarding nursing actions and support for interprofessional teams and patient outcomes; and, nursing supportive influence are thoroughly described.31.0 ptsMost key points regarding nursing actions and support for interprofessional teams and patient outcomes; and, nursing supportive influence are described.28.0 ptsSome key points regarding nursing actions and support for interprofessional teams and patient outcomes; and, nursing supportive influence are described13.0 ptsSummary lacks details of key points.0.0 ptsSummary is missing.35.0 pts
This criterion is linked to a Learning OutcomeMechanics and OrganizationThe discussion is well organized and logical. The structure is clear and compelling to the reader. Paragraphs are linked together logically, and main ideas stand out20.0 ptsExcellent mechanics and organization with minimal errors of the following: Well organized and logical, correct grammar, punctuation, and spelling, professional wording is used, uses complete sentences, paragraphs are linked together logically, and main ideas expressed clearly.18.0 ptsGood mechanics and organization considering the elements listed in the column A. Few errors noted.16.0 ptsFair mechanics and organization considering the elements listed in the column A. Some errors noted.8.0 ptsPoor mechanics and organization considering the elements listed in the column A. Many errors noted.0.0 ptsVery poor mechanics and organization considering the elements listed in the column A such that it is difficult to follow or understand.20.0 pts
This criterion is linked to a Learning OutcomeAPAAPA format is used throughout.20.0 ptsExcellent APA formatting with minimal errors of the following: All sources cited in the text -all references listed on the reference page using basics of APA format -title page in general APA format -headings present and follow APA format -12-point font, double spaced, 1 inch margins, paragraphs indented -used only one short quote and body of the paper is approximately 3 pages18.0 ptsGood formatting considering the elements listed in column A.16.0 ptsFair formatting considering the elements listed in column A. Some APA errors noted.8.0 ptsPoor formatting considering the elements listed in column A. Many APA errors noted.0.0 ptsVery poor formatting such that paper is difficult to read. Numerous APA errors noted.20.0 pts
This criterion is linked to a Learning OutcomeUse of CINAHL article as Required Source from CCN Library0.0 pts0 points deductedUsed CINAHL article from CCN Library0.0 pts20 points (10%) deductedRequired article source of CINAHL not used resulting in point deduction0.0 pts
This criterion is linked to a Learning OutcomeLate Deduction0.0 pts0 points deductedSubmitted on time0.0 ptsNot submitted on time – Points deducted1 day late = 10 deduction; 2 days late = 20 deduction; 3 days late = 30 deduction; 4 days late = 40 deduction; 5 days late = 50 deduction; 6 days late = 60 deduction; 7 days late = 70 deduction; Score of 0 if more than 7 days late0.0 pts
Total Points: 200.0PreviousNextTop