Instructions

For this assignment, incorporate all of the work you have done for your EBP project in the course and write a grant proposal for The Daisy Foundation. (Note: you do not actually submit the application; rather, just complete the assignment for this course.) This grant proposal is similar to other grants that you might submit in the future.

Review the grant information: J. Patrick Barnes Grants: Grant Types.

Review the grant application form: Evidence-Based Practice Grant Application Form.

Include the following in your assignment:

• Purpose of the Project
• Background
• EBP Model (remember, you are using the IOWA model for this project)
• Proposed Change
• Outcomes
• Evaluation Plan
• Dissemination Plan (journal articles you would want to write in—refer to Week 15 for journal information) and rationale
• Appendices
  • Informed Consent Template (from Week 7; you should have made revisions based on faculty feedback and submit the revised form for this assignment)
  • Human Subjects Research Training Certificate (from Week 7 after you have made edits based on faculty feedback)
  • Literature Matrix (from Week 9; you should have made revisions based on faculty feedback and submit the revised form for this assignment)
  • Description of Tools and Instruments you plan to use for your EBP proposal (from Week 11; you should have made revisions based on faculty feedback and submit the revised form for this assignment) including aspects such as: name, author, number of questions, validity and reliability, and how it is administered (self, clinician, or researcher administered)
• References List

APA format is required in your Word document. Page length, excluding the title and references list, is between 10 and 12 pages.

Please refer to the Grading Rubric for details on how this activity will be graded

 

Writing Assignment Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Writing Assignment Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of PaperThe writer demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner. The paper content and theories are well developed and linked to the paper requirements and practical experience. The paper includes relevant material that fulfills all objectives of the paper.

Cites five or more references, using at least two new scholarly resources that were not provided in the course materials.

All instruction requirements noted.

30 pointsThe writer demonstrates an understanding of the subject matter, and components of the paper are accurately represented with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Course materials and scholarly resources support required concepts. The paper includes relevant material that fulfills all objectives of the paper.

Cites four references.

All instruction requirements noted.

26 pointsThe writer demonstrates a moderate understanding of the subject matter as evidenced by components of the paper being summarized with minimal application to evidence-based practice, theory, or role-development. Course content is present but missing depth and or development.

Cites three references.

Most instruction requirements are noted.

23 pointsAbsent application to evidence-based practice, theory, or role development. Use of course content is superficial.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Content of paper is inaccurately portrayed or missing.

Cites two or fewer references.

Missing some instruction requirements.

20 points30Analysis and Synthesis of Paper Content and MeaningThrough critical analysis, the submitted paper provides an accurate, clear, concise, and complete presentation of the required content.

Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints.

All instruction requirements noted.

30 pointsPaper is complete, providing evidence of further synthesis of course content via scholarly resources.

Information is synthesized to help fulfill paper requirements. The content supports at least one viewpoint.

All instruction requirements noted.

26 pointsPaper lacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. The paper’s content may be confusing or unclear, and the summary may be incomplete.

Most instruction requirements are noted.

23 pointsSubmission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Missing some instruction requirements.

Submits assignment late.

20 points30Application of KnowledgeThe summary of the paper provides information validated via scholarly resources that offer a multidisciplinary approach.

The student’s application in practice is accurate and plausible, and additional scholarly resource(s) supporting the application is provided.

All questions posed within the assignment are answered in a well-developed manner with citations for validation.

All instruction requirements noted.

30 pointsA summary of the paper’s content, findings, and knowledge gained from the assignment is presented.

Student indicates how the information will be used within their professional practice.

All instruction requirements noted.

26 pointsObjective criteria are not clearly used, allowing for a more superficial application of content between the assignment and the broader course content.

Student’s indication of how they will apply this new knowledge to their clinical practice is vague.

Most instruction requirements are noted.

23 pointsThe application of knowledge is significantly lacking.

Student’s indication of how they will apply this new knowledge to their clinical practice is not practical or feasible.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Application of knowledge is incorrect and/or student fails to explain how the information will be used within their personal practice.

Missing several instruction requirements.

Submits assignment late.

20 points30OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.

5 pointsOrganized content with an informative purpose statement and supportive content and summary statement. Argument content is developed with minimal issues in content flow.

4 pointsPoor organization, and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.

Purpose statement is noted.

3 pointsIllogical flow of ideas. Missing significant content. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors

5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

2 points5Total Points100 

 Email me an essay (goal statement) of 1-2 pages (typed, double spaced) explaining your career goals, reasons for your choice of specialization, and why you want to pursue an advanced degree in nursing. I attached an example for you to review (APA 6th Addition). Please make sure you add “Family Nurse Practitioner” in the body of your essay. 

Exhibition of World Art

Imagine you are a curator at your local city’s Museum of Art. You have been asked to organize a small exhibition of objects of art from the cultures of China, Japan, Africa, and the Americas; you will also showcase Islamic art. Your exhibition should include representative objects that highlight significant and essential ideas of each culture. You may plan to include actual objects in your exhibition, or photographs or models of larger structures or sculptures.

Survey your course textbook and reliable internet websites to locate two art objects from each of the following five cultures: China, Japan, Africa, the Americas, and Islam, that you would like to include in your exhibition. Your objects must date to the time period we are studying in this course (Prehistory -1300 CE). You will select a total of ten objects for display in your “Exhibition of World Art.”

Then, write a “museum label “for each object within a Microsoft Word document. The following should be on the “label” for each object:

1. A photograph of the object
2. Identifying information:
   1. Name of the artist (if known—otherwise, attribute the culture)
   2. Title of the work
   3. Date of the work
   4. Medium/materials used to create the work
   5. Current location
3. A paragraph of 4-5 sentences describing why the object is representative of its culture and is culturally significant. Briefly explain why you have selected the object for display.

Finally, in a paragraph of 8-10 sentences, write a summarizing overview of your “Exhibition of World Art,” highlighting key similarities and distinctions between the objects you have curated. Imagine that visitors to your exhibition will read this overview as they enter your “Exhibition of World Art,” and provide them with any information or context they may need to fully appreciate the objects on display.

Offer a citation of your sources for each image and the information provided as appropriate.

– For this assignment, go to The Department of Health and Human Services website where you will find the organizational chart and eleven operating divisions (agencies). Based on your assigned group, select your two assigned agencies and submit the following information for each agency:

– Team Health’s Agencies: Centers for Disease Control and Prevention & Centers for Medicare and Medicaid Services

– Impact on an outpatient urgent care facility (3 paragraphs)

An outpatient urgent care facility such as St. Vincent Urgent Care

Everyone’s submission should already be formatted into APA Format, including properly formatted references.

2 References

No plagiarism 

Course: HSA4421: Government Regulations in Healthcare

Textbook Title and Edition: Government Regulations in Healthcare Author: Joel B. Teitelbaum
Publisher: Jones & Bartlett Learning
Year:2018 

APA format 3 peer review references 1 and half pages long MSN degree 

due Saturday 9/8/18 at 4pm EST

 

JC is an at-risk 86-year-old Asian male with numerous factors that impact his ability to seek adequate care. One major source of concern is his physical and financial dependence on his daughter that is unable to devote ample time and money to him. JC has numerous comorbidities that require consistent medication therapy. JC suffers from hypertension and takes lisinopril daily for management. Failure to treat the hypertension would result in him being at greater risk of suffering from a myocardial infarction or ischemic cerebrovascular accident related to atherosclerosis of various arteries due to continued hypertension. JC also appears to be at risk for developing depression. His feelings of being a burden to his daughter signal that he may already be suffering from the effects of depression related to his overall condition. It is imperative that the clinician further assesses his feelings and his fears to determine his emotional state. Demirtürk and Hacıhasanoğlu Aşılar (2018) stated that patients suffering from depression are at much greater risk for non-adherence to antihypertensive medication therapy, placing them at risk for the complications listed above.

JC also suffers from gastroesophageal reflux disease and takes prilosec daily for management. Failure to treat this condition could cause gastrointestinal ulcers and severe gastrointestinal pain. JC also suffers from vitamin B12 deficiency and gets vitamin B12 injections monthly to correct his deficiency. Failure to seek treatment monthly would result in increased fatigue and place JC at risk for muscle atrophy and activity intolerance related to a sedentary lifestyle. Finally, JC suffers from chronic prostatitis and takes cipro daily. Failure to take the prescribed medication therapy could result in prolonged suffering from the side effects of the disease, including frequency, urgency, and difficulty initiating urination. Each of these side effects places JC at greater risk for falls, as he would likely have to attempt to make it to the restroom frequently if he is able to do so. A lack of physical ability places JC at risk for not being able to routinely get his prescriptions filled, which places him at risk for the adverse complications of non-adherence to medication therapy listed above for each comorbidity. A lack of funding places JC at risk for not being able to pay for his prescriptions that yields the same risks.

JC’s statement concerning not wanting to be a burden to his daughter serves as proof that the clinician needs to further explore that situation and determine if his daughter is able to be of assistance with JC’s care. If JC is unable to provide self-care and lacks resources that allow him to seek care outside of his daughter that is unable to assist, then the clinician needs to seek resources for JC so that he does not avoid healthcare out of ignorance or embarrassment. Lee, Rhee, Kim, and Ahluwalia (2015) conducted a study of Asian American immigrants to determine their health literacy compared to participants of other descents, and determined that the Asian American participants had significantly lower health literacies than the other ethnicities in the study. The study concluded that for this reason, Asian American patients are much less likely to seek indicated healthcare for necessary reasons.

When interacting with JC, it would be important to be sensitive regarding the self-care activities that he is unable to do for himself. It is apparent the JC is embarrassed concerning his inability to care for himself, as he is stating concern about being a burden to his daughter. For this reason, it is extremely important that the clinician be sensitive regarding his inability to provide self-care so that JC does not shut down emotionally. Also, the clinician would need to be very careful not to break JC’s spirit by focusing on the unfavorable circumstances regarding his inability to provide self-care and the lack of support resources that JC possesses. JC is making an active effort to seek healthcare despite his shortcomings. It is important that the clinician avoid overwhelming JC with the facts of the situation to avoid breaking JC’s spirit and causing him to lose the aspiration to seek necessary medical care. Applauding JC’s effort and perseverance throughout the circumstances could be effective in inspiring JC to continue putting forth his best effort.

To further assess the patient’s health history, I would ask the following questions:

Is there anyone else besides your daughter that can assist you with your healthcare needs?

Can you further explain the aspects of your care that you need assistance with so that I can be in a better position to get you the care that you need?

Do you consistently take your prescribed medications? If not, what keeps you from consistently taking them?

What are your feelings regarding assisted living?

Would you be interested in speaking with a social worker to further explore your specific situation so that we can provide you with the assistance that you need?

            The above listed questions would aid the clinician in establishing a rapport with JC while also providing needed information concerning JC’s needs. Ball, Dains, Flynn, Solomon, and Stewart (2015) stated that it is important to build rapport prior to progressing the patient’s health history for better comfort and results. The questions above introduce the idea of additional support resources without coming across as aggressive or forceful. In JC’s case, it is important that the clinician present these things in a helpful manner to ensure that JC doesn’t begin to feel as if he is a burden to the clinician or any of the support resources.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Demirtürk, E., & Hacıhasanoğlu Aşılar, R. (2018). The effect of depression on adherence to antihypertensive medications in elderly individuals with hypertension. Journal of Vascular Nursing, 36(3), 129-139. doi:10.1016/j.jvn.2018.06.001

Lee, H. Y., Rhee, T. G., Kim, N. K., & Ahluwalia, J. S. (2015). Health literacy as a social determinant of health in Asian American immigrants: Findings from a population-based survey in California. Journal of General Internal Medicine, 30(8), 1118-1124. doi:10.1007/s11606-015-3217-6