Establish clear goals and strategies for a professional nursing future.•Provides opportunity to demonstrate commitment to personal and professional development through the thoughtful creation of 1 year and 5 year career path. Creates awareness of partnership with other disciplines. 

 •Create a power point presentation.•7 content slides MAXIMUM + reference slide(s).•Slides MUST have in text citations in APA format.•Reference slide required in APA format.•All content must be placed on slide (please do not use notes section) 

Slide Content Titles

•State Practice and Application Requirements

•Transition to the RN Role

•Holistic Life Balance.

•Stressors and Challenges.

•Lifelong Learning.

•Professional Contributions.

•References.

State Practice and Application Requirements

•Identify the state in which the student is seeking employment.

•Detail a minimum of three (3) criteria set forth by the Board of Nursing for obtaining an RN license in that state.

•Use in text citations in APA format

Transition to RN Role

•Research and identify three (3) positions or employers the student could work for as a new graduate BSN in the geographic area the student is seeking employment. •Identify 3 motivators (1 for each) and 3 possible detractors (1 for each) for working in those positions or with the selected employers•Provide the details of what is required to submit an application for the positions identified •Use in text citations in APA

Holistic Life Balance

•Provide a description of the ways in which the student intends to maintain holistic balance in their personal and professional life. Designate methods at 1 year and 5 year increments.

Stressors and Challenges

•Identify known and anticipated  stressors/challenges and how the student plans to manage the stressors/challenges. Designate for 1 year and 5 year increments. 

Lifelong Learning

•Determine a plan for lifelong learning and educational development. Designate for 1 year and 5 year increments. 

•This plan can include, but is not limited to, specialty certification, advanced nursing education, and the pursuit of formal education outside of the nursing discipline.

Professional Contribution

•Summarize plans for contributing to at least one professional nursing organization or work place nursing committee AND one community program utilizing your professional nursing skills. Designate for 1 year and 5 year increments.

 Helpful Websites

•Students may find the following list of resources helpful in completing the assignment:•American Nurses Credentialing Center athttp://www.nursecredentialing.org/certification.aspx•Board of Nursing Contact at https://www.ncsbn.org/contact-bon.htm•Holistic Nursing at http://www.ahna.org/About-Us/What-is-Holistic-Nursing•National Council of State Boards of Nursing at https://www.ncsbn.org/index.htm•Nursing Community at http://www.thenursingcommunity.org/•Robert Wood Johnson Foundation at http://www.rwjf.org/•Sigma Theta Tau International at http://www.nursingsociety.org 

Rubric:

CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDTransition into the Professional Nursing Role escription of criterion

50.0 to >45.0 ptsOutstanding or Highest Level of Performance
Thoroughly addresses all elements below: (a) Identified the state in which the student is seeking employment. (b) Thoroughly detailed three or more criteria set forth by the Board of Nursing for obtaining an RN license in that state. (c) Identified three or more positions/employers for new graduate BSN employment, including motivators and detractors for each. (d) Provide the details of what is required to submit an application for the positions identified above. (e) Included an appendix with a screenshot of a completed Career Assessment Profile from the CareerCare system with Profile Last Modified date that is within the session.
45.0 to >40.0 ptsCompetent or Satisfactory Level of Performance
One to two elements are missing or inadequately explained in one or more of the following: (a) Identified the state in which the student is seeking employment. (b) Thoroughly detailed three or more criteria set forth by the Board of Nursing for obtaining an RN license in that state. (c) Identified three or more positions/employers for new graduate BSN employment, including motivators and detractors for each. (d) Provide the details of what is required to submit an application for the positions identified above. (e) Included an appendix with a screenshot of a completed Career Assessment Profile from the CareerCare system with Profile Last Modified date that is within the session.
40.0 to >35.0 ptsCompetent or Satisfactory Level of Performance
Three to four elements are missing or inadequately explained in one or more of the following: (a) Identified the state in which the student is seeking employment. (b) Thoroughly detailed three or more criteria set forth by the Board of Nursing for obtaining an RN license in that state. (c) Identified three or more positions/employers for new graduate BSN employment, including motivators and detractors for each. (d) Provide the details of what is required to submit an application for the positions identified above. (e) Included an appendix with a screenshot of a completed Career Assessment Profile from the CareerCare system with Profile Last Modified date that is within the session.
35.0 to >0 ptsPoor, Failing or Unsatisfactory Level of Performance
Five or more elements are missing or inadequately explained in one or more of the following: (a) Identified the state in which the student is seeking employment. (b) Thoroughly detailed three or more criteria set forth by the Board of Nursing for obtaining an RN license in that state. (c) Identified three or more positions/employers for new graduate BSN employment, including motivators and detractors for each. (d) Provide the details of what is required to submit an application for the positions identified above. (e) Included an appendix with a screenshot of a completed Career Assessment Profile from the CareerCare system with Profile Last Modified date that is within the session.50.0 pts
This criterion is linked to a Learning OutcomeHolistic Life Balance

20.0 to >17.0 ptsOutstanding or Highest Level of Performance
Clearly describes the ways in which the student intends to maintain holistic balance in their personal life as well as in the role of professional nurse within the first year and at five years.
17.0 to >14.0 ptsCompetent or Satisfactory Level of Performance
Partially describes the ways in which the student intends to maintain holistic balance in their personal life as well as in the role of professional nurse within the first year and at five years.
14.0 to >12.0 ptsNo Description
Minimally describes the ways in which the student intends to maintain holistic balance in their personal life as well as in the role of professional nurse within the first year and at five years.
12.0 to >0 ptsPoor, Failing or Unsatisfactory Level of Performance
Missing description of the ways in which the student intends to maintain holistic balance in their personal life as well as in the role of professional nurse within the first year and at five years.20.0 pts
This criterion is linked to a Learning OutcomeSterssors and Challenges

20.0 to >17.0 ptsOutstanding or Highest Level of Performance
Establishes a clear description of known stressors and anticipated challenges as well as plans for managing each of them within the first year and at five years.
17.0 to >14.0 ptsCompetent or Satisfactory Level of Performance
Provides a partial description of known stressors and anticipated challenges as well as plans for managing each of them within the first year and at five years.
14.0 to >12.0 ptsCompetent or Satisfactory Level of Performance
Provides a minimal description of known stressors and anticipated challenges as well as plans for managing each of them within the first year and at five years.
12.0 to >0 ptsPoor, Failing or Unsatisfactory Level of Performance
Missing description of stressors and/or anticipated challenges or management of both.20.0 pts
This criterion is linked to a Learning OutcomeLifelong Learning

20.0 to >17.0 ptsOutstanding or Highest Level of Performance
Establishes a clear plan for lifelong learning and educational development anticipated within the first year and at five years.
17.0 to >14.0 ptsCompetent or Satisfactory Level of Performance
Provides a partial plan for lifelong learning and educational development anticipated within the first year and at five years.
14.0 to >12.0 ptsCompetent or Satisfactory Level of Performance
Provides a minimal plan for lifelong learning and educational development anticipated within the first year and at five years.
12.0 to >0 ptsPoor, Failing or Unsatisfactory Level of Performance
Provides little or no reference to a plan for lifelong learning and educational development anticipated within the first year and at five years.20.0 pts
This criterion is linked to a Learning OutcomeProfessional Contributions

30.0 to >26.0 ptsOutstanding or Highest Level of Performance
(a) Establishes a complete summary of plans for contributing to at least one professional nursing community as well as the general community, in the healthcare professional role, within the first year and at five years. (b) Thoroughly examines the need for own professional nursing development related to monitoring outcomes data for patient quality & safety.
26.0 to >23.0 ptsCompetent or Satisfactory Level of Performance
(a) Provides a partial summary of plans for contributing to at least one professional nursing community as well as the general community, in the healthcare professional role, within the first year and at five years. (b) Partially examines the need for own professional nursing development related to monitoring outcomes data for patient quality & safety.
23.0 to >20.0 ptsCompetent or Satisfactory Level of Performance
a) Provides a minimal summary of plans for contributing to at least one professional nursing community as well as the general community, in the healthcare professional role, within the first year and at five years. (b) Minimally examines the need for own professional nursing development related to monitoring outcomes data for patient quality & safety.
20.0 to >0 ptsPoor, Failing or Unsatisfactory Level of Performance
a) Provides little or no reference to plans for contributing to at least one professional nursing community as well as the general community, in the healthcare professional role, within the first year and at five years. (b) Fails to examine the need for own professional nursing development related to monitoring outcomes data for patient quality & safety.30.0 pts
This criterion is linked to a Learning OutcomeScholarly Resources

40.0 ptsOutstanding or Highest Level of Performance
Provides three or more references that are peerreviewed scholarly journals or other approved sources and one or more professional nursing organization website or Board of Nursing website.
35.0 ptsCompetent or Satisfactory Level of Performance
Provides two references that are peer‐reviewed scholarly journals or other approved sources and at least one professional nursing organization website or Board of Nursing website.
31.0 ptsCompetent or Satisfactory Level of Performance
Provides one references that are peer‐reviewed scholarly journals or other approved sources and at least one professional nursing organization website or Board of Nursing website.
27.0 ptsPoor, Failing or Unsatisfactory Level of Performance
Does not provide references that are peer‐reviewed scholarly journals or other approved sources and/or one professional nursing organization website or Board of Nursing website.40.0 pts
This criterion is linked to a Learning OutcomeAPA (latest edition) Format, Grammar and Punctuation

20.0 to >17.0 ptsOutstanding or Highest Level of Performance
APA format is used accurately and consistently in the paper, on the title page, in‐ text citations, and/or the Reference page. No errors in grammar or punctuation.
17.0 to >14.0 ptsVery Good or High Level of Performance
APA formatting is used with 1‐2 errors, on the title page, in‐text citations, and/or the Reference page. Less than 2 errors in grammar or punctuation.
14.0 to >12.0 ptsCompetent or Satisfactory Level of Performance
No more than 3‐5 errors in APA formatting in the paper, on the title page, in‐ text citations, and the Reference page. No more than 3‐5 errors in grammar or punctuation.
12.0 to >0 ptsPoor, Failing or Unsatisfactory Level of Performance
More than 5 errors in APA formatting in the paper, on the title page, in‐text citations, and/or the Reference page. More than 5 errors in grammar or punctuation.20.0 pts
Total Points: 200.0

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Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

· Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.

· Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.

· Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

· Identify and briefly describe your chosen clinical issue of interest.

· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

· Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.

· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

By Day 7 of Week 5

RUBRIC: PLEASE FOLLOW CLOSELY

Excellent

Good

Fair

Poor

Part 3: Advanced Levels of Clinical Inquiry and Systematic   Reviews
 

Create a 6- to 7-slide PowerPoint presentation in which you do   the following:
 

·   Identify and briefly describe your chosen   clinical issue of interest.
 

·   Describe how you developed a PICO(T) question   focused on your chosen clinical issue of interest.
 

·   Identify the four research databases that you   used to conduct your search for the peer-reviewed articles you selected.
 

·   Provide APA citations of the four peer-reviewed   articles you selected.
 

·   Describe the levels of evidence in each of the   four peer-reviewed articles you selected, including an explanation of the   strengths of using systematic reviews for clinical research. Be specific and   provide examples.

81 (81%) – 90 (90%)

The presentation   clearly and accurately identifies and describes in detail the chosen clinical   issue of interest.
 

  The presentation clearly and accurately describes in detail the developed   PICO(T) question.
 

  The presentation clearly and accurately identifies four or more research   databases used to conduct a search for the peer-reviewed articles selected.
 

  The presentation clearly and accurately provides full APA citations for at   least four peer-reviewed articles selected, including a thorough and detailed   explanation of the strengths of using systematic reviews for clinical   research.
 

  The presentation includes specific and relevant examples that fully support   the research.
 

  The presentation provides a complete, detailed, and accurate synthesis of two   outside resources related to the peer-reviewed articles selected, and fully   integrates at least two outside resources and two or three course-specific   resources that fully support the presentation.

72 (72%) – 80 (80%)

The presentation   accurately identifies and describes the chosen clinical issue of interest.
 

  The presentation accurately describes the developed PICO(T) question focused   on the chosen clinical issue of interest.
 

  The presentation accurately identifies at least four research databases used   to conduct a search for the peer-reviewed articles selected.
 

  The presentation accurately provides APA citations for at least four   peer-reviewed articles selected, including an adequate explanation of the   strengths of using systematic reviews for clinical research.
 

  The presentation includes relevant examples that support the research   presented.
 

  The presentation provides an accurate synthesis of at least one outside   resource related to the peer-reviewed articles selected. The response   integrates at least one outside resource and two or three course-specific   resources that may support the presentation.

63 (63%) – 71 (71%)

The presentation   inaccurately or vaguely identifies and describes the chosen clinical issue of   interest.
 

  The presentation inaccurately or vaguely describes the developed PICO(T)   question focused on the chosen clinical issue of interest.
 

  The presentation inaccurately or vaguely identifies at least four research   databases used to conduct a search for the peer-reviewed articles selected.
 

  The presentation inaccurately or vaguely provides APA citations for at least   four peer-reviewed articles selected, including an inaccurate or vague   explanation of the strengths of using systematic reviews for clinical   research.
 

  The presentation includes inaccurate or vague examples to support the   research presented.
 

  The presentation provides a vague or inaccurate synthesis or outside   resources related to the peer-reviewed articles selected. The response   minimally integrates resources that may support the presentation.

0 (0%) – 62 (62%)

The presentation   inaccurately and vaguely identifies and describes the chosen clinical issue   of interest or is missing.
 

  The presentation inaccurately and vaguely describes the developed PICO(T)   question, or is missing.
 

  The presentation inaccurately and vaguely identifies less than four research   databases used to conduct a search for the peer-reviewed articles selected or   is missing.
 

  The presentation inaccurately and vaguely provides APA citations for at least   four peer-reviewed articles selected, including an inaccurate and vague   explanation of the strengths of using systematic reviews for clinical   research, or is missing.
 

  The presentation includes inaccurate and vague examples to support the   research presented or is missing.
 

  The presentation provides a vague and inaccurate synthesis of no outside   resources related to the articles selected and fails to integrate any   resources to support the presentation or is missing.

Written Expression and Formatting—Paragraph Development and   Organization:
Paragraphs make clear points that support well-developed   ideas, flow logically, and demonstrate continuity of ideas. Sentences are   carefully focused—neither long and rambling nor short and lacking substance.   A clear and comprehensive purpose statement and introduction is provided,   which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity.
 

  A clear and comprehensive purpose statement, introduction, and conclusion are   provided, which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity 80% of   the time.
 

  Purpose, introduction, and conclusion of the assignment is stated yet is   brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity 60–79%   of the time.
 

  Purpose, introduction, and conclusion of the assignment is vague or off   topic.

0 (0%) – 3 (3%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity < 60%   of the time.
 

  No purpose statement, introduction, or conclusion are provided.

Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.

This course focuses on healthy living and preventive screenings to help promote health and prevent disease and illness. The following is a list of screenings that will be explored throughout the course: cervical cancer (CA), breast CA, colorectal CA, testicular CA, prostate CA, suicide, hypertension, sexually transmitted illnesses, human papillomavirus, intimate partner violence, smoking/vaping, depression, hepatitis C, hepatitis B, fall prevention, lung CA, cardiovascular disorders, childhood and adult immunizations. Many organizations promote their own guidelines. One particular agency that promotes such guidelines is the United States Preventive Services Task Force (USPSTF), along with the NIH, CDC, ACOG, AFP, ACC, JNCC, and others. It is recommended that you utilize the guidelines from the USPSTF and supplement with the other guidelines as you prepare for your work in this course.

For this assignment, utilize the NU629 Week 3 Prevention and Guidelines Excel Template (Excel). To complete the table, list an example of each type of prevention as it relates to the health concern listed.

Rubric:

Levels of Prevention and Preventive Services Guidelines Rubric

Levels of Prevention and Preventive Services Guidelines Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsExample of each type of prevention86 to 95 correct examples are provided.

100 points76 to 85 correct examples are provided.

89 points67 to 75 correct examples are provided.

79 points0 to 66 correct examples are provided.

69 points100Total Points100 

 Part 4: Research Analysis 

Using the “Module 4 | Part 4” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

• Your topic of interest.
• A correctly formatted APA citation of the article you selected, along with link or search details.
• Identify a professional practice use of the theories/concepts presented in the article.
• Analysis of the article using the “Research Analysis Matrix” section of the template
• Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
• Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
  • Describe your approach to identifying and analyzing peer-reviewed research.
  • Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
  • Identify at least one resource you intend to use in the future to find peer-reviewed research.

Research Article: Include full citation in   APA format, as well as link or search details (such as DOI)

Bredimus, B. (2020).   Mental health preparedness:: A nurse leader’s role. Nurse Leader, 18(1),   48-53. https://doi-org.ezp.waldenulibrary.org/10.1016/j.mnl.2019.11.008

In 1,500 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

1. Summary of teaching plan 
2. Epidemiological rationale for topic (Topic focuses on the prevention of Influenza)
3. Evaluation of teaching experience
4. Community response to teaching (Community consists of hispanic parents of children in a day care center)
5. Areas of strengths and areas of improvement

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. Refer to the LopesWrite Technical Support articles for assistance.