1-The Clinical Nurse Leader is a nurse with her masters and is prepared to practice across the continnum of care within any healthcare setting. The CNL was created by the American Association of College of Nursing (AACN) with the collaboration of health care leaders and educators to address the need to improve the quality of patient outcomes (AACN, 2018). The CNL can do a number of things including are coordination, outcome measurements, transitions of care, interprofessional communication and team leadership, risk assessment, implementation of best practices based on evidence, quality improvement.

Reference

Clinical Nurse Leader (CNL). (n.d.). Retrieved from https://www.aacnnursing.org/CNL

2-The American Association of Colleges of Nursing proposed the clinical nurse leader (CNL) role in 2007 as their response on how to manage the needs of an aging population and improve the nursing profession. When the CNL position was first proposed and implemented in 2008, candidates to be a CNL had to have a baccheluers degree with a minimum of two years nursing experience and be well respected by peers and physicians. They were expected to oversee units with 12-18 patients, perform daily rounds, serve as a resource for nurses, review patient outcomes, and teach change management and evidence based practice to nurses (Sotomayor, 2017).

In units where a CNL was present, there was shown to be a significant reduction in patient falls, CAUTIs, central line-associated infections, and hospital-acquired pressure ulcers (Sotomayor, 2017).

A CNL influences direct patient care by assessing how nursing care is currently being delivered and how it can be improved. They are responsible for educating nurses on their unit regarding how improvements can be made and also tracking how effective these changes are.

This role is not only reserved for inpatient units but can also be used for nursing positions out in the community to improve access to care and care coordination.

Reference:

Sotomayor, G. (2017). CNE SERIES. Clinical Nurse Leaders: Fulfilling the Promise of the Role. MEDSURG Nursing, 26(1), 21–32. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=121353509&site=ehost-live&scope=site

3-Thank you for sharing your findings with the rest of the class. It was a great post. I actually have clinical nurse leaders at my facility and I find them to be extremely helpful, bot only to the nurses but the patients as well. They are familiar with policies and procedures and serve as a great resource when needed. As I new nurse I am always looking for a clinical nurse leader. My charge nurse is a great resource. She has made every mistake into a teachable moment and it has made transitioning into the nursing practice much smoother had she not been there. Thank you again for your post.

Guidelines for the Paper

​Write a summary of the interview in a narrative format. Do NOT simply list your questions and their responses. Feel free to add information that the person shared that was not included in your interview questions.  Include a paragraph about your impressions of the experience. Was it what you expected? What was the most surprising thing you learned? Did the interview affect your decision to pursue the profession? Did the person say anything that left a lasting impression on you?

​Your paper should be between 2-4 pages long. Please double space the paper. Attach the necessary documentation. 

 write a 2-3 page paper that includes your selection of one cultural group and describe, using two supporting references (please attach these), how culture and spiritual beliefs impact the perception of people with mental or behavioral conditions/disorders. Also discuss what influence culture and spirituality might have on a client’s response to treatment.  APA format with references

 Details:

In this assignment, you will select a program, quality improvement initiative, or other project from your place of employment. Assume you are presenting this program to the board for approval of funding. Write an executive summary (850-1,000 words) to present to the board, from which they will make their decision to fund your program or project. The summary should include:

1. The purpose of the program or project.
2. The target population or audience.
3. The benefits of the program or project
4. The cost or budget justification.
5. The basis upon which the program or project will be evaluated.

Share your written proposal with your manager, supervisor or other colleague in a formal leadership position within a health care organization. Request their feedback using the following questions as prompts:

1. Do you believe the proposal would be approved if formally proposed?
2. What are some strengths and weaknesses of the proposal?

Submit the written proposal along with the “Executive Summary Feedback Form.”

Prepare this assignment according to the APA 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.

NRS451V. ExecutiveSummaryFeedbackForm_2-24-24.doc 

Apply Rubrics

1
Unsatisfactory
0.00%2
Less than Satisfactory
75.00%3
Satisfactory
79.00%4
Good
89.00%5
Excellent
100.00%80.0 %Content 16.0 %Executive summary addresses the purpose of the program or projectThe purpose of the program or project is not provided.The purpose of the program or project is incomplete, missing relevant information.The purpose of the program or project is provided and meets the basic criteria for the assignment as indicated in the assignment instructions.The purpose of the program or project meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.The purpose of the program or project meets all criteria for the assignment, as indicated in the assignment instructions, is provided in detail, and demonstrates higher level thinking by incorporating prior learning or reflective thought.16.0 %Executive summary addresses the target population or audienceThe target population or audience is not addressed.The target population or audience is incomplete, missing relevant information.The target population or audience is provided and meet the basic criteria for the assignment as indicated in the assignment instructions.The target population or audience meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.The target population or audience meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.16.0 %Executive summary addresses the benefits of the program or projectThe benefits of the program or project are not provided.The benefits of the program or project are incomplete, missing relevant information.The benefits of the program or project are provided and meet the basic criteria for the assignment as indicated in the assignment instructionsThe benefit of the program or project meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.The benefit of the program or project meet all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.16.0 %Executive summary addresses the cost or budget justificationThe cost or budget justification is not provided.The cost or budget justification is incomplete, missing relevant information.The cost or budget justification is provided and meets the basic criteria for the assignment as indicated in the assignment instructions.The cost or budget justification issue meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.The cost or budget justification issue meets all criteria for the assignment, as indicated by the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.16.0 %Executive summary addresses the basis upon which the program or project will be evaluatedThe basis upon which the program or project will be evaluated is not provided.The basis upon which the program or project will be evaluated is incomplete, missing relevant information.The basis upon which the program or project will be evaluated meets the basic criteria for the assignment as indicated in the assignment instructions.The basis upon which the program or project will be evaluated is provided in detail.The basis, upon which the program or project will be evaluated as indicated by the assignment instructions, is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.15.0 %Organization and Effectiveness 5.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.Thesis and/or main claim are apparent and appropriate to purpose.Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.15.0 %Organization and Effectiveness 5.0 %Paragraph Development and TransitionsParagraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.Writer is clearly in command of standard, written, academic English.5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present.Template is fully used; There are virtually no errors in formatting style.All format elements are correct.3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)No reference page is included. No citations are used.Reference page is present. Citations are inconsistently used.Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.In-text citations and a reference page are complete. The documentation of cited sources is free of error.100 %Total Weightage

The most common sexually transmitted infection is human papillomavirus (Boda et al., 2018). There are over 150 known strains of human papilloma virus (HPV), with approximately 40 known strains that can be passed through sexual activity (Markowitz et al., 2014). HPV has been associated with cervical cancer, penile cancer, anogenital cancer, vulvovaginal cancer, oropharyngeal cancer, and genital warts in both males and female (Markowitz et al., 2014). Studies have shown that women are two times more likely to develop HPV infection than men, with the highest risk of acquiring HPV after becoming sexually active (Boda et al., 2018). More than half of new HPV infections occur in individuals 15 to 24 years of age (Markowitz et al., 2014).

It is estimated that the majority of sexually active individuals contract at least one strain of HPV in their lifetime (Boda et al., 2018). Fortunately, approximately 90% of HPV infections are cleared by the immune system within one to two years of infection (Boda et al., 2018). Treatment for HPV is primarily aimed at prevention (Markowitz et al., 2014). HPV vaccines are available for males and females ages 9 through 26 (Markowitz et al., 2014). It is highly encouraged that males and females begin the vaccine series between the ages of 11 and 12 (Markowitz et al., 2014). Also, safe sexual practices are promoted for prevention, including abstaining from sex, condom use, and/or limiting the number of sexual partners (Markowitz et al., 2014).  Other than prevention, there is no treatment for HPV infections (Markowitz et al., 2014). HPV associated lesions can be treated through various modalities, such as laser or electrosurgical procedures (Markowitz et al., 2014).   

Detection and monitoring for HPV is primarily done through cervical cytology (Markowitz et al., 2014). Current guidelines recommend that cervical cancer screening begin at age 21 and be performed every 3 years until the age of 29 (Markowitz et al., 2014). If abnormal cells are detected, additional testing for HPV may be performed (Markowitz et al., 2014). Routine HPV testing can be performed alongside a pap smear every 5 years for women between the ages of 30 and 65 or women may choose to continue regular pap smears every 3 years (Markowitz et al., 2014). Women that have an abnormal pap smear should be tested more frequently, often every 12 months (Markowitz et al., 2014). Women that test positive for HPV 16 or 18 should be sent for a colposcopy according to current guidelines (Markowitz et al., 2014).

References

Boda, D., Docea, A. O., Calina, D., Ilie, M. A., Caruntu, C., Zurac, S., … Tsatsakis, A. M. (2018). Human papilloma virus: Apprehending the link with carcinogenesis and unveiling new research avenues. International Journal of Oncology, 52(3), 637-655. https://dx.doi.org/10.3892%2Fijo.2018.4256

Markowitz, L., Dunne, E., Saraiya, M., Chesson, H., Curtis, C., Gee, J., … Unger, E. (2014). Human papillomavirus vaccination: Recommendations of the advisory committee on immunization practices. Morbidity and Mortality Weekly Report, 63(1), 1-30. Retrieved from https://www.cdc.gov/mmwr/preview/mmwrhtml/rr6305a1.htm

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