Pros and Cons to Delivering Community-Based Participatory Care to Those Who Are Vulnerable 2025

Performing health assessments as an APRN will help you to develop a collaborative partnership with your patients. After reading Chapter 4 and 12 in your Pender text, think about the vulnerable population that you choose during Week 1 – consider what you perceive / know about this group in relation to the following topics: Health assets Health problems Health-related lifestyle strengths Key health-related beliefs Health behaviors that put the person at risk Changes that could improve their quality of life Now consider the pros and cons of implementing a Community-Based Participatory Research health promotion project with the vulnerable group. You should consider not only the benefit of the actions but the active role the vulnerable will play in the development and implementation of the health promotion plan. How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success? Remember that you should include citations/references from at least three scholarly sources. Rubric: Discussion Question 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. Discussion Question Rubric – 100 PointsCriteriaExemplary Exceeds ExpectationsAdvanced Meets ExpectationsIntermediate Needs ImprovementNovice InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints. Meets all requirements within the discussion instructions. Cites two references. 35 points Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development. Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial. Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points40 Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation. All instruction requirements noted. 40 points Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post. Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight. Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points Post is primarily a summation of peer’s post without further synthesis of course content. Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points40 Frequency of DistributionInitial post and peer post(s) made on multiple separate days. All instruction requirements noted. 10 points Initial post and peer post(s) made on multiple separate days. 8 points Minimum of two post options (initial and/or peer) made on separate days. 7 points All posts made on same day. Submission demonstrates inadequate preparation. No post submitted. 6 points10Organization Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas 5 points Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow. 4 points Poor 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 points Illogical flow of ideas. 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 Spelling Correct 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 points Correct 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 points Three 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 points Five 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 points5 Total Points 100

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Homework 2025

End of Life 1. When is a patient appropriate for Hospice Care? 2. What is the role of the DNR form? 3. What collaborative problems exist between nurse (healthcare team) and family when they are present during the client’s dying process? 4. Describe patient advocacy for a patient at the end of their life. What issues might you address on behalf of your client who may be dying? 5. What therapeutic communications might be appropriate for the nurse to demonstrate in delivering care to a patient and his/her family at the end of life? 1. Apply the nursing process to provide care to a dying patient. 2. Assess the dying patient, including information obtained through verbal and non-verbal communication with the patient and family 3. Determine (plan) the nursing care for the patient based on assessment findings 4. Identify/demonstrate proper therapeutic communication and support for the patient and family and provide support during the final phase of death. 5. Identify the ethical dilemmas that may be present during the dying process. Issues with advance directives; issues with family members, issues with patient care, i.e. pain management 6. Identify all members of the healthcare team that ideally would participate in end of life care.

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Reply 1 and 2 ,150 words each by 07/02/2021 at 6:00 pm 2025

Reply 1 e: Topic 7 DQ 1 TOPIC 7 DQ 1 Describe one internal and one external method for the dissemination of your evidence-based change proposal. For example, an internal method may be the hospital board, and an external method may be a professional nursing organization. Discuss why it is important to report your change proposal to both of these groups. How will your communication strategies change for each group? The planning process for practice transformation includes determining which outcomes to assess and how to measure them. Conducting a premortem on your project is a unique method to discover results and plan for effective implementation (Ginex, 2018). We’ve all heard of postmortems—inquiries into what occurred after a sentinel incident or a bad patient outcome—but it’s equally vital to ask questions before embarking on a practice shift. A premortem can aid in the identification of results, roadblocks, and hazards to practical implementation. This is an activity in which members of a project team pretend that a planned strategy has failed after being briefed on it. Everyone is prompted to examine the strategy and anticipate potential risks and roadblocks as part of the process. A premortem’s framework makes it safe to uncover issues. The hospital board is the internal approach I would utilize to communicate evidence-based practice. Employees of the health organization, such as nurses, physicians, and other professionals involved in patient care, make up the hospital board. The most proper technique to employ when disseminating the EBP to the hospital board would be face to face. The method encourages engagement and immediate response, particularly during questioning sessions. Face-to-face consultation and conversation with other nursing experts is the technique I would utilize in the conference. In both internal and external forums, communication techniques would differ. Presentation at professional organization conferences, notably the American Nurses Association, is an external technique that I would use. The professional association would be an excellent vehicle for disseminating the initiative to a large number of nurses. The hospital board, for example, is made up of peers, which means that dialogue will be less formal and more participatory than at an American Nurses Association conference. I must provide my evidence-based findings to the two groups to encourage knowledge and information exchange throughout the nursing community. This would improve the ability of group members participating in nursing practice to make decisions and improve patient outcomes. Furthermore, presenting the findings to the groups would allow for a constructive critique of the results, allowing for improvements prior to implementation. Reference Ginex. P (2018), Use These Methods to Evaluate EBP Outcomes and Disseminate Results . Retrieved from https://voice.ons.org/news-and-views/use-these-methods-to-evaluate-ebp-outcomes-and-disseminate-results Reply 2 Humbles (2019) explains that the dissemination of evidence-based practice (EBP) projects is a teaching strategy for nursing education. One internal method to disseminate my evidence-based change proposal to decrease the incidence of ventilator-associated pneumonia in patients admitted to assisted living facilities and home settings would be to speak with the Providers Relation team and see what their thoughts are on the research with their approval/backing. I would go to the training department. With both of those departments backing the research, it would make it easier for Management to be able to present to the administration. Administration would just have to find funding for the proposal as the departments would have already agreed. An external method would be submitting my research to the National Association of Directors of Nursing Administration in Long Term Care (NADONA/LTC). My communication approaches would be different with both groups. With management, since I know them, I would communicate via email and zoom meetings. I would provide them with a copy of my EBP proposal and request their feedback. As explained by Sefton (2019), EBP is a widely used problem-solving approach in the community health clinical setting as it is crucial to delivering interprofessional, collaborative, driven, and person centered care. As far as the National Association of Directors of Nursing Administration in Long Term Care (NADONA/LTC), I would call to request to speak to the person in charge of clinical to discuss briefly my proposal to decrease the incidence of ventilator-associated pneumonia in patients under their care and request for an email address to send a copy to review and provide me with their feedback. Resources: Dissemination of Evidence Based Practice and Nursing Research. (2019). https://www.va.gov/nursing/ebp/docs/ebpDisseminationModule.pdf Humbles, P. & Jones, S. (2019). Faculty and Students Find a Niche in Scholarship: Teaching Strategies to Disseminate Scholarly Evidence-Based Practice Projects. ABNF Journal, 30(4), 109–112. Sefton, M. & Hasnain, M. (2019). TIPS for preceptors facilitating interprofessional community-based clinical experiences. Nurse Educator, 44(3), 122-124. doi: 10.1097/NNE .0000000000000568.

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Essential VIII: PROFESSIONALISM AND PROFESSIONAL VALUES 2025

Select one of the AACN BSN Essentials and elaborate on its meaning and importance in your own future professional nursing practice. I chose Essential VIII. Essential VIII: PROFESSIONALISM AND PROFESSIONAL VALUES In your post (intended to provide a clear and thorough answer), be sure to identify the AACN BSN Essential that you have selected by name and number. explain why you selected this Essential. explain how this Essential will be used to improve quality in your future professional nursing career.

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