Hi, Just answer questions. My community is Staten Island New York

 

Defining the Community

Your community can be any geographically defined county, city, or town. Clearly delineate the following dimensions before starting the process of community assessment:

• Describe the population that is being assessed?
• What is/are the race(s) of this population within the community?
• Are there boundaries of this group? If so, what are they?
• Does this community exist within a certain city or county?
• Are there general characteristics that separate this group from others?
• Education levels, birth/death rates, age of deaths, insured/uninsured?
• Where is this group located geographically…? Urban/rural?
• Why is a community assessment being performed? What purpose will it serve?
• How will information for the community assessment be collected?

Can you please use these links, because next assignment has to flow with this assignment. 

 

• The following resources provide a broad overview of the demographics of a city, county, or state:
• American Fact Finder—Find population, housing, and economic and geographic data for your city based on U.S. Census data
• State and County Quick Facts—Easy access to facts about people, business, and geography, based on U.S. Census data
• Obtain information about a specific city or county on these useful websites: www.epodunk.com and www.city-data.com 
• Information from Government Agencies
  • Healthy People 2020—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020
  • National Center for Health Statistics—this agency is part of the Centers for Disease Control and Prevention; this website provides statistical information about the health of Americans
  • Centers for Disease Control and Prevention (CDC)—The CDC website contains a large amount of information related to the health of the American population. The search engine within this website can be used to find relevant information
  • Federal agencies with statistical programs

Strengths-to-Strategies, Curriculum Vitae, and Action Plan

• Due Mar 12 by 11:59pm
• Points 150

Purpose

The purpose of this assignment is to develop (a) a leadership strength-to-strategy plan, (b) a professional curriculum vitae (CV), and (c) an action plan for leadership formation. The strengths-to-strategy plan (developed from the Week 1 interactive) formulates a plan to guide leadership development. The CV provides a record of professional and academic accomplishments. The action plan addresses gaps or developmental opportunities in the CV while applying strategies from the strength-to-strategy plan. The strengths-to-strategy plan, professional CV, and developmental action plan contribute to the student’s professional development of skills and competencies relevant to the DNP-prepared nurse.

NR703 Professional CV Template  (Links to an external site.)

Course Outcomes

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

CO3: Differentiate attributes of effective leaders and followers in influencing healthcare (PO6)

CO5: Formulate selected strategies for leadership and influence across healthcare systems (PO8)

PREPARING THE ASSIGNMENT

Follow these guidelines when completing each component of this assignment. Contact your course faculty if you have questions.

1. The assignment will include the following components:
   1. Uses APA 7th edition formatting and style guide
   2. Page numbers are required
   3. There is no running head used
   4. One title page
      1. Suggested title: Strengths-to-Strategy, Curriculum Vitae, and Action Plan
      2. Format the title page as shown in the APA Paper Template in the “Resources” tab of Canvas home page menu and as demonstrated below:
         Strengths-to-Strategy, Curriculum Vitae, and Action Plan
         Name
         University
         NR703: Applied Organizational & Leadership Concepts
         March Session 2021
   5. Turn on Grammarly.com to correct grammar and punctuation
   6. Include an introduction and a conclusion paragraph
   7. Use the following required level 1 headings:
      1. Strengths-to-Strategy Plan
      2. Professional Curriculum Vitae *(I will do this part, I will insert a Curriculum Vitae as an appendix A)
      3. Action Plan for Leadership Formation
      4. Conclusion
2. Introduction (10 points)
   1. Note: Do not use “Introduction” as a heading. Place the paper’s title on the first line to match the title on the title page
   2. Present a clear purpose statement
   3. Introduce the sections of the paper in a mini-outline in sentence format. The mini-outline should reflect the paper’s three primary sections as represented by the level 1 headings (excluding the conclusion, which is a component of all papers)
   4. Establish the significance of the paper to you as a future DNP-prepared nurse.
3. Strength-to-Strategy Plan (40 points): Complete the Week 1 Strength-to-Strategy Plan interactive exercise located in the Explore section of Week 1 after taking the Zenger-Folkman Extraordinary Leader Assessment
   1. Use the Strength-to-Strategy Plan interactive to provide the rough information for this section of the paper, written in a Microsoft Word document (The APA Paper Template is recommended)
   2. Create four (4) required level 2 headings that reflect the Week 1 interactive results:
      1. Leadership Strengths
         1. In at least one paragraph, describe in complete sentences 3 strengths you discovered in the interactive and
         2. Briefly explain the importance of each to your leadership development
      2. Leadership Opportunities
         1. In at least one paragraph, describe in complete sentences 3 opportunities you discovered in the interactive in complete sentences and
         2. Briefly explain the importance of each to your leadership development
      3. Strategies for Turning Opportunities into Strengths
         1. In at least one paragraph, describe in complete sentences 3 strategies for turning opportunities into strengths you discovered in the interactive in complete sentences and
         2. Briefly explain the importance of each to your leadership development
      4. Strategies for Leveraging Others’ Strengths
         1. In at least one paragraph, describe in complete sentences 2 strategies for leveraging others’ strengths you discovered in the interactive and
         2. Briefly explain the importance of each to your leadership development
4. Professional Curriculum Vitae (40 points):
   1. Use the required NR703 Professional CV Template  (Links to an external site.) attached as an Appendix after the paper.
      1. Development hint: Before working with the CV template, use the “Borders” feature of Microsoft Word to show “All Borders” in the document. This will enable you to see the rows and columns of the document clearly.
      2. Attachment hint: To attach your saved CV file as an appendix:
         1. Start a new page at the end of your paper document
         2. Click on “Insert” tab of the Word document
         3. Find “Object” on the Insert menu at far right & Click on “Object in the drop-down box
         4. Select the “Create from File” tab in the object window
         5. Click “Browse…” button and locate the saved CV template file
         6. Click the “Insert” button
   2. This section of the paper’s body should introduce your CV, explain your impressions as you constructed it in the template, and note any insights or surprises you discovered. In this section, include the instructions to the reader to see the Appendix, either in the sentence or within parentheses.
5. Action Plan (50 points): Include 3 required level two headings (as listed below) with 1 paragraph each that supports your leadership formation. The action plan should include the following three sections:
   1. Analysis of Current CV: An analysis of your current CV, including your
      1. greatest accomplishments and
      2. what you are most proud of in your career journey
   2. Plan of Action for Strengthening CV: A plan of action for strengthening your CV by adding accomplishments to areas in which you may not have entries or have limited entries.
   3. Plan of Action to Turn Opportunities into Strengths: A plan of action for using the strategies for turning your most significant leadership developmental opportunities (weaknesses) into strengths (this section can use summarized items from the Strength-to-Strategy Plan).
6. Conclusion (10 points):
   1. Recap the paper’s purpose statement and the mini-outline
   2. Draw major conclusions from the body of your paper
   3. Summarize the importance of professional development to you as a future DNP-prepared nurse.
7. Writing Organization and Mechanics (10 points)
   1. One document is created using the four level 1 headings & the level 2 headings prescribed
   2. The standard Chamberlain CV Template is used for the CV section, placed as an Appendix, and includes all sections (even if some sections have no entries)
   3. Grammar and mechanics are free of errors, and there is evidence that Grammarly.com was used
   4. APA style and standard English language are used & abbreviations/acronyms are explained
8. You will submit one document with all sections included in the following organization:
   1. Title Page
   2. Introduction
   3. Strengths-to-Strategy Plan
   4. Professional Curriculum Vitae
   5. Action Plan for Leadership Formation
   6. Conclusion
   7. References (if used)
   8. Appendix
   9. NOTE: If more than one Appendix is used, label them Appendix A, Appendix B, and so forth.

 Introduction Paragraph Requirements:
1. Present a clear purpose statement
2. Introduce the sections of the paper in a mini-outline in sentence format
3. Establish the significance of the paper to you as a future DNP – prepared nurse.

 Strength-to-Strategies Plan Requirements:
1. Identifies 3 leadership strengths & explains the importance of each to your leadership development.
2. Identifies 3 leadership weaknesses (gaps, shortcomings, or opportunities) for growth & explains the importance of each to your leadership
3. Identifies 3 strategies for turning leadership weaknesses, gaps, shortcomings, or opportunities for growth into strengths & explains the importance of each to your leadership
4. Identifies 2 strategies for leveraging others’ strengths & explains the importance of each to your leadership

 Professional CVRequirements:
1. Includes name and contact Information
2. Lists all educational institutions attended in reverse chronological order. Includes date degree conferred, degree earned, institution, and location. Includes DNP degree with the anticipated graduate date.
3. List state(s) of RN and APRN licensure.
4. Lists national professional certifications. Includes the date of certification, certification, and certifying organization.
5. Lists professional work history in reverse chronological order. Includes dates of employment, position, institution, and location of the position held.
6. Lists professional associations and activities. Includes dates, role, and organization.
7. Identifies awards and honors. Includes dates, awards, and granting organizations.
8. Lists research and grants. Includes dates, role, title, sponsor, and monetary award.
9. Lists publications. Provides complete reference in APA (7th ed.) format with your name in bold font.
10. Lists presentations. Includes date, title, conference, sponsor, and city.
11. Lists volunteer activities. Includes dates, role, and organization.

 OutcomeAction PlanRequirements:
1. Analyzes CV, noting the greatest accomplishments and areas of pride.
2. Describes a plan of action for strengthening CV by adding accomplishments.
3. Describes a plan of action to turn leadership weaknesses, gaps, shortcomings, or growth opportunities that you discovered in the Strength-to-Strategies Plan into strengths.

 Conclusion Requirements:
1. Recaps the paper’s purpose statement and the mini-outline.
2. Draws major conclusions from the body of your paper.
3. Summarizes the importance of professional development to you as a future DNP-prepared nurse.

 Writing Organization and Mechanics Requirements:
1. One document is created with the required Level 1 & level 2 headings.
2. Standard Chamberlain CV Template is used and attached as the paper’s Appendix
3. Grammar and mechanics are free of errors.
4. APA 7th edition style and standard English language are used, & abbreviations/ acronyms are explained.

 wk1/disc/ca/resp

Healthypeople.gov is a website that provides a multitide of health related information ranging from providing access to health care, genomics, respiratory diseases and substance abuse.  It is a very user friendly website that is very helpful to the public as it provides easy to understand information about hundreds of topics and their advise, interventions and resources are based on evidence based practice.  Every decade, the healthy people initiative develops a new set of objectives to improve the health of all Americans.  Healthy People 2020 includes over 1,200 objectives to monitor and improve the health of all Americans over the decade. The objectives are organized into 42 topic areas, each representing an important public health area. To determine the success of Healthy People, it is important to track and measure progress for the objectives over the decade (Healthy People, 2018).  The three types main types of Healthy People objectives are measurable objectives, developmental objectives and informational objectives.  These objectives ensure that there is a national baseline value and that the objectives are measurable and targets have been established.  

Planning is now underway for Healthy People 2030.  The planning is being formed based on public comment period held from June 27 to September 29, 2017, where members of the public were invited to share their comments on the draft framework.  These goals could potentially have a major impact on the health of the nation.  This website is a fantastic resource for the public and can help give them basic information and point them in the right direction in regards to healthcare interventions and health education.  

This is the first time I have used this website and it is very informational and user friendly.  I can incorporate this resource into my daily practice by educating my patients on this information and invite them to view the website to further educate themselves on their condition.  Also, there are many topics that I can print for patients upon discharge in regards to their medical conditions.    

 

As you have discovered through this course, nurses are influential members of the community and the political system. Therefore, for the purposes of this assignment you will identify a problem or concern in your community, organization, etc. that has the capacity to be legislated. You will conduct research and state a proposal. Through the legislative process, your proposal for the problem or concern may influence an idea for change into a law.

First, refer to the “How a Bill Becomes a Law” media.

http://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs440v_how-a-bill-becomes-a-law-v2.1.php/.

Then, view the “Bill to Law Process” to watch the scenario.

After viewing the scenario, refer to the “Legislative Assignment.” You will need to save the document first in order to use it.

Submit the assignment to the instructor. You also reserve the right to submit your completed proposal to the respective government official. However, this is optional. If you select to submit your proposal as a part of the legislative process, refer to “Find Your Representative” or research the contact information on your own.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin

Respond using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, and evidence.

    Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    Validate an idea with your own experience and additional sources.

    Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    Expand on your colleagues’ postings by providing additional strategies for addressing barriers to EBP based on readings and evidence.

                                                          INITIAL POST

            Evidence-based practice is the standard that guides clinical practices within the nursing profession. Adams (2010) asserts that evidence-based practice “is defined as the integration of best research evidence with clinical expertise and patient values to facilitate clinical decision making” (Adams, 2010, p. 274). Polit and Beck (2017) maintain that there is no consensus about what does or does not constitute evidence. There are, however, agreed upon sources of evidence which exist within a hierarchy. Systematic reviews are at the pinnacle because information is derived from multiple sources.  Randomized controlled trials are next, followed by cohort studies, single case-control studies, cross-sectional studies, qualitative studies, and finally expert opinion reports. Knowledge translation is the process of using evidence to evoke systemic change within the clinical practice (Polit & Beck, 2017).

Managing Delirium

While working on a busy surgical floor, I was caring for a confused, combative, elderly patient with a urinary tract infection who had fallen and broken her hip. During report, the night shift nurse told me that she gave the patient multiple doses of haloperidol and lorazepam which were ineffective. The patient continued to be confused and agitated, and because she was a danger to herself by continually trying to get out of bed, the night shift nurse obtained an order for soft restraints. Springer (2015) contends that the nurse should determine if the utilization of restraints is appropriate based on the patient’s current behavior, and should only be used when all other options such as distraction and de-escalation are exhausted (Springer, 2015). Because I was not there, I must assume that the nurse used evidence-based practice to decide that the restraints were necessary.

When I went in to assess the patient, she was sleeping; and in my professional opinion, the restraints were no longer appropriate. I removed the soft restraints and put the patient on one to one observation with a nursing assistant. Not long into the shift, the light for that room came on, and I heard staff in the patient’s room yelling. I walked in to find the patient screaming and striking the nursing assistant as he was attempting to change the patient. It was clear that the patient was still experiencing acute delirium. However, the television was on, the blinds were open, and every light in the room was on. Instead of using a chemical or physical restraint, I turned off the television, lights, and closed the blinds. I sat down beside the patient, spoke softly and attempted to reorient her. Although she was still confused, she was calm.

Bull (2015) asserts that nursing interventions to manage delirium include providing a therapeutic environment, frequent re-orientation, anticipating the patient’s needs, ensuring sensory assistance devices such as glasses or hearing aids are in use, observing the patient’s response, and proceeding accordingly. Non-invasive interventions should be exhausted prior to restraining a patient chemically or physically (Bull, 2015). In this case, the patient responded to non-invasive interventions. I continued to use the one to one observation to ensure safety throughout the shift but did not need to escalate to using chemical or physical restraints. By implementing evidence-based practice, I kept the patient safe without using restraints.

Background and PICOT Question

    Background questions are broad, generalized questions that focus on a clinical issue (Polit & Beck, 2017). In this case, my background questions would be: what is delirium? And, what causes delirium? The acronym PICOT (population, intervention, comparison, outcome, and time) is a format used to create a research question with the subsequent goal of finding evidence-based solutions to implement into clinical practice (Polit & Beck, 2017). My PICOT question is: in delirious patients (population), what are the effects of non-invasive management techniques (intervention), compared to restraints (comparative intervention), on patient experience (outcome) and does either intervention increase or decrease the recovery period (time)?

Organizational Critique

I work as a float nurse in my organization, with previous experience in critical care. As a float nurse, I have a unique perspective on organizational culture because I work in multiple units. Overall, my organization does facilitate a culture of safety that promotes an environment where nurses learn from mistakes and do not place blame on one another. Written policies and procedures are easily accessible on the intranet. Moreover, my organization utilizes nursing shared governance which has a special committee devoted to practices and standards. Nurses are encouraged to bring practice issues to members of shared governance, and clinical practices are continually being updated and reviewed. If a nurse has an immediate question about a clinical practice situation, Clinical Nurse Specialists are available as a resource in addition to written policies and procedures.

Organizational Barriers

            Majid et al. (2011) report that most nurses have positive attitudes about evidence-based practice. However, some barriers which reduce the utilization of evidence-based practice include inadequate time to learn and implement evidence-based practice; nurses lack understanding of statistical terminology and research jargon, and technological deficiencies which inhibit informational searches (Majid et al., 2017). I believe that inadequate time is the primary barrier to evidence-based practice implementation within my organization. Time is finite, and working 12-hour shifts means nurses do not want to stay in late or come in early for any type of training. I propose that team nursing would provide individual nurses with the opportunity to attend training during regular working hours. Dickerson and Latina (2017) maintain that team nursing is the practice of nurses working in pairs to deliver patient care. A pair of nurses make up a team; both nurses get report on all patients shared by the team, Then, when one nurse needs to step away for a break, or in this case for training, their partner is already ready to take care of their patients.  

References

Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. Journal of Infusion Nursing,33(5), 273-277. doi:10.1097/nan.0b013e3181ee037e

Bull, M. J. (2015). Managing delirium in hospitalized older adults. American Nurse Today,10(10). Retrieved from https://www.americannursetoday.com/managing-delirium-hospitalized-older-adults/.

Dickerson, J., & Latina, A. (2017). Team nursing. Nursing,47(10), 16-17. doi:10.1097/01.nurse.0000524769.41591.fc

Majid, S., Foo, S., Luyt, B., Zhang, X., Theng, Y., Chang, Y., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses perceptions, knowledge, and barriers. Journal of the Medical Library Association : JMLA,99(3), 229-236. doi:10.3163/1536-5050.99.3.010

Polit, D. F., & Beck, C. T. (2017). Nursing research generating and assessing evidence for nursing practice. Philadelphia: Wolters Kluwer.

Springer, G. (2015). When and how to use restraints. American Nurse Today,10(1). Retrieved from https://www.americannursetoday.com/use-restraints/.