2025 Patient Introduction Marilyn Hughes is a 45 year old female who suffered a left mid shaft tibia fibula fracture when she slipped

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Clinical Worksheet Plan of Care Concept Map Pharm4Fun Worksheet: 1 per medication ISBAR Worksheet 2025

Patient Introduction Marilyn Hughes is a 45-year-old female who suffered a left mid-shaft tibia-fibula fracture when she slipped on icy stairs this morning. She was taken to surgery for an open reduction with internal fixation (ORIF). She returned from surgery at 1:45 p.m. with a below-the-knee ace/splint dressing. Vital signs have been stable, and neurovascular checks have been within normal range. She has an IV of Lactated Ringer’s infusing at 75 mL/hour and is tolerating liquids well without nausea. Her diet could probably be advanced to regular dinner this evening. A family member has been with her at the bedside throughout the day. She began complaining of pain shortly after returning from surgery and was given morphine 6 mg IV at 2:15 p.m. She is now on every-30-minute postoperative vital signs. Last vital signs were BP: 130/82, HR: 88, RR: 16.

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2025 Reflective Journal Mini Case Study Instructions Congratulations Because you are distinguishing yourself as a skilled healthcare manager

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45r 2025

Reflective Journal: Mini Case Study Instructions Congratulations! Because you are distinguishing yourself as a skilled healthcare manager, your boss has asked you to consult with a local physicians group. Review the mini case study on page 177 of the textbook (Chapter 8: Cost Accounting) then create a journal assignment in which you provide one or more recommendations for ways the physician owners can improve profitability without raising rates. Your recommendations should apply the principles in Exhibit 8.5 and 8.6. For additional details, please refer to the Module 3 Rubric and guidelines attached below Chapter 8 is attached below. This is the reference to Chapter 8 below. Nowicki, Michael. (2018). Introduction to the financial management of healthcare organizations (7th ed.). Chicago, IL: Health Administration Press. ISBN: 9781567939040

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2025 There is often the requirement to evaluate descriptive statistics for data within the organization or

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Summary and Descriptive Statistics 2025

There is often the requirement to evaluate descriptive statistics for data within the organization or for health care information. Every year the National Cancer Institute collects and publishes data based on patient demographics. Understanding differences between the groups based upon the collected data often inform health care professionals towards research, treatment options, or patient education. Using the data on the “National Cancer Institute Data” Excel spreadsheet, calculate the descriptive statistics indicated below for each of the Race/Ethnicity groups. Refer to your textbook and the Topic Materials, as needed, for assistance in creating Excel formulas. Provide the following descriptive statistics: Measures of Central Tendency: Mean, Median, and Mode Measures of Variation: Variance, Standard Deviation, and Range (a formula is not needed for Range). Once the data is calculated, provide a 150-250 word analysis of the descriptive statistics on the spreadsheet. This should include differences and health outcomes between groups. APA style is not required, but solid academic writing is expected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are not required to submit this assignment to LopesWrite. Attachments HLT-362V-RS5-NationalCancerInstitutedata.xlsx

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2025 Mr Fitts a 72 year old male whose wife died six months ago is brought to the health care provider by

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Discussion post answer please see case study and answer the 7 question using the data provided. 2025

Mr. Fitts, a 72-year-old male whose wife died six months ago, is brought to the health care provider by his daughter because he is not eating much and has been lethargic and sleeping a lot. He has a history of hyperlipidemia for which he takes niacin/lovastatin 500/20 mg PO daily at bedtime. Subjective Data Has been unusually tired for the past couple of months Is frequently short of breath and sometimes feels like his ‘heart is pounding’ Has lost weight because his wife always used to cook for him and he doesn’t cook for himself Describes a typical daily meal as coffee and a donut for breakfast, a hot dog and lemonade for lunch, and a jelly sandwich on white bread and coffee for supper Objective Data Physical Examination Blood pressure 118/72, pulse 98, temperature 98.2° F, respirations 16 Oxygen saturation 92% on room air Height 5’6”, weight 135 lbs, BMI 21.7 kg/m2 S1 and S2 auscultated and regular Bilateral radial pulses +3 and regular Lungs clear bilaterally Diagnostic Studies RBC 3,300,000/µL Hemoglobin 8.3 g/dL Hematocrit 24% MCV 73 fL MCH 23 pg WBC 9,100/µL Platelets 250,000/µL Iron 28 mcg/dL Ferritin 14 ng/mL Cobalamin 600 pg/mL Folate10 ng/mL Question 1 Interpret Mr. Fitts’s laboratory results. Interpretation means to tell me what is abnormal and what is normal. If the lab is abnormal, please tell me what it can be attributed to. Question 2 Based on the laboratory data and assessment findings, the health care provider diagnoses Mr. Fitts with iron deficiency anemia. What clinical manifestations of iron deficiency anemia does Mr. Fitts have? Question 3 Explain iron deficiency anemia and identify the probable cause of D.G’s anemia. Question 4 How is iron deficiency anemia treated? Question 5 Identify dietary iron sources to include in Mr. Fitts’s teaching. Question 6 What are important points to include when teaching patients taking oral iron supplements? Please be specific as to what to take them with and what are the side effects. Question 7 What evaluative parameters could you use to determine whether Mr. Fitts’s anemia is resolving? In other words how are you going to know he is getting better and please be specific to labs and potential assessment findings.

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2025 w Suppose a community team identifies lack of access to exercise modalities as a public

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nursing healthcare wk5/dis/REP 2025

w/ Suppose a community team identifies lack of access to exercise modalities as a public health issue. If the team were to determine that pedestrian walkways need to be constructed, discuss at least two factors that would facilitate the development of the walkways and two that would hinder the development. For the hindrances, discuss ways that the team might work to overcome those hindrances. Identifying public health issues is an important task that requires attention in order to implement change. Often times, change is opposed and not welcomed. With reference to the situation presented, there are benefits and hindrances that could arise. The need for access to pedestrian walkways would be presented based on the safety that these walkways would offer as well as the health benefit that these walkways would offer. With the walkways, there would be no reason for people to be walking in the roadway or close to the road, risking being injured by a motorist. There is less risk of injury since the walkways would provide safe and level paved ground to walk on. The health benefit would come from the walkways giving persons wanting to walk, a safe spot to walk or run and not be in the way of cars traveling the roadways. Walking has many health benefits that include: increased cardiovascular and pulmonary (heart and lung) fitness reduced risk of heart disease and stroke improved management of conditions such as hypertension (high blood pressure), high cholesterol, joint, and muscular pain or stiffness, and diabetes stronger bones and improved balance increased muscle strength and endurance reduced body fat. Two different hindrances that could be expected include cost and space. The need for the walkways would be a good tool for encouraging those in the city council and/or county commission to approve the funding. Space may be a problem if the roadways are close to housing and stores. Dealing with the right of way laws, and getting private citizens to be onboard with the construction could also become a problem. Educating the public on what these sidewalks could mean for the health of the community could potentially increase the approval as well as recruit others to promote the idea.

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2025 Patient information to complete the soap note please see attachment 39 year old Male with epigastric pain Chief Compliant

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Soap Note Assigment 2025

Patient information to complete the soap note. please see attachment 39-year-old Male with epigastric pain Chief Compliant: “I’ve been having this abdominal pain, and it just seems like it won’t go away. It started probably a year ago. It used to happen a few times a week, now it hurts every day.” History of Present Illness: Mr. Rodriguez is a 39-year-old male that recently immigrated to the United States from Dominican Republic. He complains of epigastric pain that began approximately one year ago. He describes the pain as “burning” and occurring daily. He states that the pain sometimes worsens with eating and sometimes it improves. He states that spicy foods make the pain worsen. He admits to weekly NSAID usage and drinking 3-4 alcoholic beverages a week. He quit smoking 6 months ago. He drinks an herbal tea but does not experience any relief or change in the symptoms. He denies any fever, chills, nausea, hematemesis, hematochezia, or melena. PMH/Medical/Surgical History: No history of gastrointestinal problems in the past. No history of surgery. No known drug allergies. Medications: Takes ibuprofen “almost daily” for aches and pains associated with working. Drinks herbal tea meant to improve GI symptoms. Significant Family History: Patient states family history of heart disease. Father had hypertension and his mother had diabetes. Social History : Patient denies smoking. Patient states that he quit smoking 6 months ago. Patient states that he drinks 3-4 beers weekly. No illicit drugs. Review of Symptoms: GENERAL: 39-year-old Spanish speaking patient. Language interpreter present. Patient is alert and oriented. Afebrile. Patient denies recent, unexplained weight loss, fever, chills, weakness or fatigue. HEENT: Denies headache, change in vision, nose, or ear problems. Denies sore throat. SKIN: No change in skin, hair or nails. CARDIOVASCULAR: Regular heart rate and rhythm. S1, S2, no murmurs, rubs, or gallops. RESPIRATORY: clear to auscultation. GASTROINTESTINAL: Soft, flat, non-distended. Normoactive bowel sounds heard in four quadrants. Soft, non-distended, with minimal epigastric tenderness on deep palpation without rebound tenderness or guarding, no hepatosplenomegaly, and no hernia or masses. GENITOURINARY: Denies problems with urination. NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control. MUSCULOSKELETAL: Alert & oriented x3. Denies muscle, back pain, joint pain or stiffness. HEMATOLOGIC: Denies anemia, bleeding or bruising. LYMPHATICS: No enlarged nodes. Denies history of splenectomy. PSYCHIATRIC: Denies history of depression or anxiety. Patient does express concern about paying for medications and follow up visits due to lack of insurance. ENDOCRINOLOGIC: Denies sweating, cold or heat intolerance. Denies polyuria or polydipsia.. Objective Data: Temperature: 98.5 Fahrenheit Heart rate: 78 beats/minute, regular Respiratory rate: 16 breaths/minute Blood pressure: 133/82 mmHg Body Mass Index: 24.8 kg/m2- This BMI is within normal range according to the National Heart, Lung, and Blood Institute (2017). Physical Assessment Findings: Patient is alert, oriented and is cooperative. HEENT: PERRLA, no nystagmus noted. Tympanic membranes are intact. External auditory canals are normal. Oral pharynx is normal without erythema or exudate. Tongue and gums are normal. Lymph Nodes: Non-palpable Carotids: equal bilaterally 2+ Lungs: clear to auscultation Heart: Regular rate and rhythm normal S1 and S2. Abdomen: soft, non-tender, non-distended, no masses. Genital/Pelvic: unremarkable Extremities/Pulses: normal pulse bilaterally Neurologic: A&Ox3, cranial nerves intact Laboratory and Diagnostic Testing: Fecal Occult Blood Testing: negative Heliobacter Pylori (H. pylori) serology test: Positive CBC with differential to test for other conditions such as anemia or pancreatitis. Upper GI endoscopy: can help to check for damage to the lining of the stomach and to rule out malignancies (National Institutes of Health [NIH], 2017) Upper GI Series: Commonly used in the past to diagnose peptic ulcers however this test can miss smaller ulcers and does not allow for direct treatment of the ulcer (American College of Gastroenterology, 2017). Chest x-ray: This test is not normally used due more effective imaging for GI issues, but could be helpful to rule out other diagnoses such as a hiatal hernia or other abnormal anatomy (Chow, 2015). Diagnosis: K27 Peptic Ulcer Disease K21.9 Gastro-esophageal reflux disease without esophagitis K29.70 Gastritis, unspecified, without bleeding Source: ICD10Date.com, 2017. Differential Diagnosis : Diverticulitis Emergent Treatment of Gastroenteritis Esophageal Rupture and Tears in Emergency Medicine Esophagitis Gallstones (Cholelithiasis) Gastroesophageal Reflux Disease Inflammatory Bowel Disease Viral Hepatitis Acute Cholangitis Acute Coronary Syndrome Acute Gastritis Cholecystitis Cholecystitis and Biliary Colic in Emergency Medicine Chronic Gastritis Source: Epocrates, 2017. Plan of Care: Initially, this patient was started on over the counter antisecretory treatment such as an histamine-2 receptor antagonist or a proton pump inhibitor therapy (PPI) (NIH, 2014). At follow up, patient reported no relief in symptoms and tested positive for H. pylori. He was then treated with standard triple therapy (American Family Physician, 2015). At the next follow up he stated that symptoms resolved during antibiotic triple therapy but returned after finishing the regimen. He was then placed on salvage therapy with included another antibiotic, Levofloxacin, a PPI and amoxicillin for 10 days. At follow up the patient was completely symptom free. The patient was educated regarding possible continuation of PPI therapy to alleviate continuing symptoms. He was counseled to avoid NSAIDS, alcohol, spicy foods, smoking and to avoid lying down after eating (American Academy of Family Physicians [AAFP], 2015) The patient was counseled and educating using the services of a Spanish speaking interpreter and was given Spanish medication and treatment handouts. He was given instructions to recognize worsening symptoms and when to follow up in office. Medications: Triple Therapy: Omeprazole (PPI): 40mg PO QD for 4 weeks Amoxicillin: 1g PO BID for 10 days Clarithromycin 500mg PO BID for 10 days Second Line: Omeprazole (PPI): 40mg PO QD for 10 days Amoxicillin: 1g PO BID for 10 days Levofloxacin 500mg PO QD for 10days References: American Academy of Family Physicians (2015). Diagnosis and Treatment of Peptic Ulcer Disease and H. pylori Infection. American Family Physicians. 91(4):236-242. Retrieved from URL: https://www.aafp.org/afp/2015/0215/p236.htm American College of Gastroenterology (2017) Peptic Ulcer Disease. Digestive Health Topic. Retrieved from URL: http://patients.gi.org/topics/peptic-ulcer-disease/ Chow, S. (2015). Peptic Ulcer Diagnosis. News Medical Life Sciences. Retrieved from URL: https://www.news-medical.net/health/Peptic-Ulcer-Diagnosis.aspx Epocrates (2017). Peptic Ulcer Disease. Retrieved from URL: https://online.epocrates.com/diseases/8035/Peptic-ulcer-disease/Differential-Diagnosis ICD0Data.com (2017). Gastro-esophageal reflux disease without esophagitis. Retrieved fromhttp://www.icd10data.com/ICD10CM/Codes/K00-K95/K20-K31/K21-/K21.9 ICD10Data.com (2017). Peptic ulcer, site unspecified. Retrieved fromhttp://www.icd10data.com/ICD10CM/Codes/K00-K95/K20-K31/K27-/K27 ICD10Data.com (2017). Gastritis, unspecified, without bleeding. Retrieved from URL: http://www.icd10data.com/ICD10CM/Codes/K00-K95/K20-K31/K29-/K29.70 National Institutes of Health [NIH] (2017). Upper GI Endoscopy. Diagnostic Tests. Retrieved from URL: https://www.niddk.nih.gov/health-information/diagnostic-tests

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2025 Course Project Part 3 Translating Evidence Into Practice In Part 3 of the Course Project you

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NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment Week 8 (Grading Rubic and Media Attached) 2025

Course Project: Part 3—Translating Evidence Into Practice In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice. (Link for part 1 – https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-1-grading-rubic-an) (Link for part 2 – https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-2-grading-rubic-an) Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field. To prepare: Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question? With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes. Explore possible consequences of failing to adopt the evidence-based practice that you identified. Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice? To complete: In a 3- to 4-page paper: Restate your PICOT question and its significance to nursing practice. Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles. Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice. Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice? This part of the Course Project is due. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. Note: In addition, include a 1-page summary of your project. You will combine Parts 1, 2, and 3 of your Course Project (assigned in Weeks 2, 4, and 8 respectively) into one cohesive and cogent paper. For this final iteration, you will need to: Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary. Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting. Please follow the belo link for Templates: http://academicguides.waldenu.edu/writingcenter/templates Required Readings Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 12, “Sampling in Quantitative Research” This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan. Chapter 13, “Data Collection in Quantitative Research” Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures. Chapter 22, “Sampling in Qualitative Research” The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted. Chapter 23, “Data Collection in Qualitative Research” This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes. Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 37–44. Copyright 2011 by Elsevier Science & Technology Journals. Used with permission of Elsevier Science & Technology Journals via the Copyright Clearance Center. This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. Walden University. (n.d.a.). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm This resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers. Media Laureate Education (Producer). (2012b). Data collection. Baltimore, MD: Author. Note: The approximate length of this media piece is 4 minutes. Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses’ knowledge in a rehabilitation unit. Optional Resources Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195. This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. Horsley, T., Hyde, C., Santesso, N., Parkes, J., Milne, R., & Stewart, R. (2011). Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews (Online), 11, Art. No.: CD001270. Melnyk, B., Fineout-Overholt, E., & Mays, M. (2009). The evidence-based practice beliefs and implementation scales: Psychometric properties of two new instruments. Worldviews on Evidence-Based Nursing, 6(1), 49. Fawcett, J., & Garity, J. (2009). Evaluating research for evidence-based nursing. Philadelphia, PA: F.A. David Company. Chapter 9, “Evaluation of Research Instruments and Experimental Conditions”

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2025 PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW 1 ZERO 0 PLAGIARISM 2 ATLEAST 5 REFERENCES NO

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Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research 2025

PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW: 1). ZERO (0) PLAGIARISM 2). ATLEAST 5 REFERENCES, NO MORE THAN 5 YEARS 3). PLEASE SEE THE FOLLOWING ATTACHMENTS: RUBRIC DETAILS, CRITICAL APPRAISAL TOOLTEMPLATE, ONE ARTICLE Please carefully review the grading rubric, especially the first column that says, “Excellent”, and please include each component in the assignment requirements. 4). Please Include Introduction, purpose statement, conclusion, and reference page, (APA formatting) 5). PLEASE STICK TO THE NUMBER OF PAGES REQUIRED FOR THE ASSIGNMENT. Thank you. ASSIGNMENT: Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers. Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action. In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts. To Prepare: Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3. Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3. Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources. The Assignment (Evidence-Based Project) Part 3A: Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer-reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3. Note : You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented. Part 3B: Critical Appraisal of Research Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

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2025 Please present an essay discussing the Purnell model its framework assumptions which the model is based and how this model helps

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Purnell model- APA Format 2025

Please present an essay discussing the Purnell model its framework, assumptions which the model is based and how this model helps us to provide cultural competence health care. You must present a minimum of two evidence-based references no older than 5 years to sustained your essay. A minimum of 500 words excluding the first and reference page. Read chapter 2 of the class textbook and review the attached PowerPoint presentation. Once done please present an essay discussing the Purnell model its framework, assumptions which the model is based and how this model helps us to provide cultural competence health care.

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2025 Basic Windshield Survey Rural Enter Sentinel Town via the link to begin your virtual experience by taking a tour by

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Basic Windshield Survey – Rural 2025

Basic Windshield Survey – Rural Enter Sentinel Town® via the link to begin your virtual experience by taking a tour by car of Sentinel Town®. Since this is your first tour, select the slowest speed and stay in the car the entire time at least once before getting out of the car. As you take the tour, write down your observations, specifically those that align with the following demographics and/or subsystems listed in the left-hand column of the rubric. Describe the characteristics of the people you see in Sentinel Town®. What are the race/ethnicity distribution, age ranges, and gender mix? Are there signs of poverty or wealth? What are they? Who do you see on the streets? Parent with child, teens, couples, disabled persons? Are there homeless persons, beggars, etc.? Is there anyone in the city you would not expect to see? Are there dogs on or off leash? Are there other animals? Are there churches and other formal religious buildings? What are their denominations? Compile your observations addressing each item listed in the first column of the rubric. You are encouraged to add other relevant observations that may not be listed in the first column. Select a target population of interest and discuss relevant demographic data and health status indicators for this population group. Identify major health concerns for this target population. Include a discussion of major health concerns in relation to a global health issue. Reading and Resources Harkness & DeMarco (2016) Read Chapters 1 & 2 Read all Sentinel City information available at the top of the course homepage. Visit QSEN : Quality and Safety Education for Nurses Read the Report: The Future of Nursing: Leading Change, Advancing Health Read the Report: The Future of Public Health Review Final Project Requirements Watch the Henry Street Settlement: 120 Years in 4 Minutes Video View this 9 minute video entitled Community Assessment Windshield Survey , to help you see what types of things to look for when you conduct a windshield survey in the Sentinel City simulation Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Option Instruction Paper 4 to 6-page paper. Include title and reference pages. Note: Title and reference pages/slides do not count towards the count requirements. Attachments area Preview YouTube video Henry Street Settlement: 120 Years in 4 Minutes Preview YouTube video Community Assessment Windshield Survey Community Assessment Windshield Survey ReplyReply allForward

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