Ageing Bias 2025

Start by reading and following these instructions: Note that in this course, due to the nature of the assignments, you are permitted to use first person, such as: “I, Me”, in all assignments and discussion posts. 1. Quickly skim the questions or assignment below and the assignment rubric to help you focus. 2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully. 3. Consider the course discussions so far and any insights gained from it. 4. Create your Assignment submission and be sure to cite your sources if needed, use APA style as required, and check your spelling. Assignment: Three-part APA Paper…. ALL papers require strict APA formatting with title page, introductory paragraph to tell the reader what will be covered and the purpose of the paper, discussion on the assignment(s), APA headings, a conclusion paragraph to sum up the highlights of the paper, and a references page with references listed for every in text citation. Note that headings in APA do not include articles such as “Part 1” , “Module 2”, or the name of the course. Headings/titles are to reflect the topic that is being covered. Part 1: Reflect on how those experiences from the Discussion Post impact your nursing practice now? Part 2: Discuss what ageing biases you have witnessed &/or perpetrated. Part 3: Create a community education plan to address ageing bias. The assignment should be written in an APA-formatted essay. The essay should be at least 1500 words in length and include at least two scholarly sources other than provided materials. Mental Health of America. (2011). Position Statement 35: Aging well: Wellness and psychosocial treatment for the emotional and cognitive challenges of aging. Retrieved from http://www.mentalhealthamerica.net/positions/aging-well Discussion post question mentioned in part 1: Answer the following questions honestly (safe space). How does a person’s difference in age, culture, race, gender and living situation impact your comfort as a nurse in communicating with them? While growing up, how were OAs treated in your family, culture, community and in society (identify the year range).

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Assessment tools and Diagnostics test in Adults and children 2025

Assignment topic : Rapid Influenza Testing in Children and Adults. When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results. Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process. For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values . You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight. To Prepare · Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI. · Search the Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather? · Also, as you search the library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool. Assignment (3–4 pages, not including title and reference pages) : For the Adult Assessment Tools or Diagnostic Tests: Include the following: · A description of how the assessment tool or diagnostic test you were assigned is used in healthcare. o What is its purpose? o How is it conducted? o What information does it gather? · Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting. For the Child : Include the following: · An explanation of the health issues and risks that are relevant to the child you were assigned. · Describe additional information you would need in order to further assess his or her weight-related health. · Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion. · Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information. · Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight. Resources for references : Need 3+ references Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 3, “Examination Techniques and Equipment” This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process. Chapter 8, “Growth and Nutrition” In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems. Chapter 5, “Recording Information” (Previously read in Week 1) This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center. Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity. Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology , (3), 569. This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center. Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis” This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment. Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4 (3), 120–124. This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education. Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84( 2), 116–123. doi:10.1111/josh.12128 Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center. Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18 (2), pp. 34–35. Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Mosby’s Guide to Physical Examination , 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center. This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From https://evolve.elsevier.com Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Week 1) Chapter 5, “Pediatric Preventative Care Visits” (pp. 91 101)

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Benchmark – Capstone Project Change Proposal 2025

Details: In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice. Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal: Background Problem statement Purpose of the change proposal PICOT Literature search strategy employed Evaluation of the literature Applicable change or nursing theory utilized Proposed implementation plan with outcome measures Identification of potential barriers to plan implementation, and a discussion of how these could be overcome Appendix section, if tables, graphs, surveys, educational materials, etc. are created Review the feedback from your instructor on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 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 required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

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Improvement Plan Tool Kit 2025

Assessment 4 Instructions: Improvement Plan Tool Kit For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan, pertaining to medication administration, to understand or implement to ensure the success of the plan. Communication in the health care environment consists of an information-sharing experience whether through oral or written messages (Chard, Makary, 2015). As health care organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote health care wellness at local and global levels (Kaminski, 2016). You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze the elements of a successful quality improvement initiative. Analyze usefulness of resources for role group responsible for implementing quality and safety improvements with medication administration. Competency 2: Analyze factors that lead to patient safety risks. Analyze the value of resources to reduce patient safety risk or improve quality with medication administration. Competency 3: Identify organizational interventions to promote patient safety. Identify necessary resources to support the implementation and sustainability of a safety improvement initiative focusing on medication administration. Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. Present compelling reasons and relevant situations for resource tool kit to be used by its target audience. Communicate in a clear, logically structured, and professional manner, using current APA style and formatting. References Chard, R., Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices. AORN Journal, 102 (4), 329-342. Kaminski, J. (2016). Why all nurses can/should be authors. Canadian Journal of Nursing Informatics, 11 (4), 1-7. Professional Context Nurses are often asked to implement processes, concepts, or practices – sometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an educational or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use, and resources are available to guide you. Scenario For this assessment, consider taking one of these two approaches: Build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to medication administration and put the plan into action. Locate a safety improvement plan (your current organization, the Institution for Healthcare Improvement, or a publicly available safety improvement initiative) pertaining to medication administration and create an online tool kit or resource repository that will help an audience understand the research behind the safety improvement plan and how to put the plan into action. Preparation Google Sites is recommended for this assessment – the tools are free to use and should offer you a blend of flexibility and simplicity as you create your online tool kit. Please note that this requires a Google account; use your Gmail or GoogleDocs login, or create an account following the directions under the “Create Account” menu. Refer to the following links to help you get started with Google Sites: G Suite Learning Center. (n.d.). Get started with Sites . Retrieved from https://gsuite.google.com/learning-center/products/sites/get-started/#!/ Google. (n.d.). ; Google Sites . Retrieved from https://sites.google.com Google. (n.d.). ; Sites help . Retrieved from https://support.google.com/sites/?hl=en#topic= Instructions Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed. It is recommended that you focus on the 3 or 4 most critical categories or themes with respect to your safety improvement initiative pertaining to medication administration. For example, for an ;initiative that concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues. Following the recommended scheme, you would collect 3 resources on average for each of the 4 categories focusing on safety with medication administration. Each resource listing should include ;the following: An APA-formatted citation of the resource with a working link. A description of the information, skills, or tools provided by the resource. A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative pertaining to medication administration. A description of how nurses can use this resource and when its use may be appropriate. Remember that you must make your site public so that your faculty can access it. Check out the Google Sites resources for more information. Here is an example entry: Merret, A., Thomas, P., Stephens, A., ;Moghabghab, R., Gruneir, M. (2011). A collaborative approach to fall prevention . Canadian Nurse, 107 (8), 24-29. Retrieved from www.canadian-nurse.com/articles/issues/2011/october-2011/a-collaborative-ap This article presents the Geriatric Emergency Management-Falls Intervention Team (GEM-FIT) project. It shows how a collaborative nurse lead project can be implemented and used to improve collaboration and interdisciplinary teamwork, as well as improve the delivery of health care services. This resource is likely more useful to nurses as a resource for strategies and models for assembling and participating in an interdisciplinary team than for specific fall-prevention strategies. It is suggested that this resource be reviewed prior to creating an interdisciplinary team for a collaborative project in a health care setting. Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score. Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative pertaining to medication administration. Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements focusing on medication administration. Analyze the value of resources to reduce patient safety risk related to medication administration. Present compelling reasons and relevant situations for use of resource tool kit by its target audience. Communicate in a clear, logically structured, and professional manner that applies current APA style and formatting. Example Assessment : You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your tool kit will focus on promoting safety with medication administration . Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference. Assessment 4 Example [PDF] . To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box. Example Google Site : You may use the example Google Site, Resources for Safety and Improvement Measures in Geropsychiatric Care , to give you an idea of what a Proficient or higher rating on the scoring guide would look like for this assessment but keep in mind that your tool kit will focus on promoting safety with medication administration . Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member. Additional Requirements APA formatting : References and citations are formatted according to current APA style Portfolio Prompt : Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course. Scoring Guide Use the scoring guide to understand how your assessment will be evaluated.

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