Winter 2018 Professional Practice I – Assignment Date Due: March 30, 2018. Assignment Guidelines: 1. Format: must be word processed, double-spaced with cover page and reference page. 2. If not word processed, your paper will not be graded and a mark of “0” will be assigned. 3. Must be submitted in the two assigned drop boxes. 1) Nursing Care Plan and 2) Self-Assessment and Learning Plan 4. In – text referencing following APA format is required for the Interventions in your Care Plan, including page numbers. 5. Please note: marks are assigned specifically for scholarly writing. (Spelling, grammar, referencing, clarity, style and format etc.) Your Assignment: 1. Use the Nursing Care Plan template below to complete a care plan for the patient below as follows: Identify 2 nursing diagnosis – 1 actual and 1 potential 4 marks List all of the assessment data that supports each of your diagnosis. 2 marks Identify 1 goal/plan statement for EACH nursing diagnosis. 2 marks Identify 4 nursing interventions for each goal/plan statement. These must be referenced using APA format. 4 marks 2. Using the 5 Practice Concepts and associated Practice Components attached and based on the care needs of this client complete a Self- Assessment using the table below. Identify 4 of your strengths and 4 areas for improvement. Please be specific. 4 marks 3. Based on your self-assessment AND the care needs of your client complete 2 learning plans using the approved format. 8 marks 4. Complete assignment using understandable and correct wording, spelling, grammar and sentence structure. Submit assignment 4 marks following format requirements (Nursing Care, Self-Assessment and Learning Plan charts). Accurately follow APA guidelines for in-text citations and reference page. Please ensure that you include a cover page and reference page. DO NOT submit this assignment outline with your submission. The Client: #35467 GH is an 82 year old male widow with three grown children. One daughter lives nearby, the other two live in different provinces. Mr. H is Japanese and has only lived in Canada for the past two years. He is financially stable and has a close relationship with his children. This is his first experience with the Canadian health care system. The Diagnosis The client’s admitting diagnosis is: exacerbation of COPD (chronic obstructive pulmonary disease), CAD (coronary artery disease), diabetes and possible small bowel obstruction. History: Mr. H has been diabetic for 15 years and has been reasonably well managed with diet and Insulin although meeting his dietary needs has been a challenge since arriving in Canada. He has had COPD for the past 5 years and CAD for 10 years. He smokes 1 package of cigarettes per day and has done so for the past 65 years. He has had frequent problems with constipation over the last 2 years and has been treated with suppositories and Fleet Enema’s PRN. He has significant vision loss due to diabetic retinopathy. He has never had surgery before and is quite concerned about this possibility. He speaks English very poorly and cannot read English at all. His daughter acts as his translator on a regular basis but does not have Power of Attorney for personal care. Admission Findings: When he arrives from the emergency department you find a frail, elderly man who is short of breath and repeatedly pointing to his abdomen and grimacing. He walks with a pronounced limp on the left side. He appears anxious and is unable to answer most of your questions due to the language barrier. He appears to be in considerable physical and emotional distress. His vital signs are: T – 38.6 P – 102 BP – 186/98 R – 24 O2 sat 88 on room air. He is well groomed but appears reluctant to allow you to remove his clothing so that you can get him settled in bed. He keeps pointing to the phone but can’t explain what he wants you to do. He attempts to light a cigarette and doesn’t seem to understand that he can’t smoke in hospital. When you remove his shoes you find that his great left toe appears gangrenous and his nails are badly ingrown on both feet. Doctor’s Orders: Bed rest with bathroom privileges – A1 Deep breathing and coughing exercises q4h Foot care nurse to see Abdominal ultrasound today Stool for Culture and sensitivity Fleet enema PRN NPO Dietician to see Vital signs q4h Abdominal x-ray today Diabetic Clinic nurse to see Intake and output q8h Oxygen at 2L/min via NP PRN Contact Translation Services to see asap Bedside glucometer ac and hs 1500 calorie diabetic diet Care Plan Student Name ________________________ Date_____________________________ Nursing Diagnosis Assessment data that supports the nursing diagnosis Plan/Goal(s) Interventions 1. _________________________ 2. ___________________________________________ _________________________ ________________________________ PRACTICE CONCEPTS The practice caring concepts represent a framework for professional practice. Each concept reflects a theme in nursing practice. Topics relating to each practice concept have been identified and are referred to as components. The practice concepts help to link the caring curriculum to the standards of nursing practice. PRACTICE CONCEPTS COMPONENTS CARING AND COMPETENCY · Psychomotor Skills ( Documentation · Reporting ( Technology CARING AND CONNECTEDNESS · Therapeutic Relationships ( Cultural Diversity · Team Building ( Collaboration · Caring Relationships ( Client Confidentiality CARING AND HEALING AND HEALTH PROMOTION · Advocacy ( Healing Environment · Client Autonomy ( Teaching and Learning CARING AND PRACTICE JUDGEMENT · Critical Thinking ( Consultation · Prioritizing ( Preparation · Standards ( Legislation · Policies ( Expectations · Assessment ( Nursing Care · Evaluation CARING AND PROFESSIONALISM · Punctuality ( Attendance · Comportment ( Self-Assessment · Leadership ( Role Socialization · Accountability ( Assignments Self- Assessment Areas of Strength Practice Concept Practice Component 1. 2. 3. 4. Areas for Improvement 1. 2. 3. 4. Student Name: ____________________________________________________Date:__________________________________ Learning Plan Name: Learning Needs: What learning needs did I identify through practice reflection and peer input etc.? Identify a minimum of 3 learning needs. 1. 2. 3. Learning Goal #1 (goal must be based on your learning needs) Practice Concept: Activities and Timeframes How am I going to achieve my goal? Identify a minimum of 3 learning activities with timeframes for each. Evaluation of changes/outcomes to my practice: How can I demonstrate to my teacher that I have achieved my goal? Identify 3 ways that you can demonstrate you have achieved your goal. Learning Goal #2 (goal must be based on your learning needs) Practice Concept: Activities and Timeframes How am I going to achieve my goal? Identify a minimum of 3 learning activities with timeframes for each. Evaluation of changes/outcomes to my practice: How can I demonstrate to my teacher that I have achieved my goal? Identify 3 ways that you can demonstrate you have achieved your goal.
Evaluation of Epidemiological Problem
Guidelines & Grading Rubric
Purpose
The purpose of this assignment is to
· Provide learners with the opportunity to integrate knowledge and skills learned throughout this course
· Directly apply principles and knowledge learned in the course to problem solving of population health problems in their own geographic areas.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
1. Define key terms in epidemiology, community health, and population-based research.
2. Compare study designs used for obtaining population health information from surveillance, observation, community, and control trial based research.
3. Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics.
4. Apply commonly used measures of health risk.
5. Examine current ethical/legal issues in epidemiology.
6. Identify important sources of epidemiological data.
7. Evaluate a public health problem in terms of magnitude, person, time, and place.
Due Date: Sunday, 11:59 p.m. MT at the end of Week 6.
Total Points Possible: 150
Requirements
This paper should clearly and comprehensively identify the disease or population health problem chosen. The problem must be an issue in your geographic area and a concern for the population you will serve upon graduation with your degree. The paper should be organized into the following sections:
1. Introduction with a clear presentation of the problem as well as significance and a scholarly overview of the paper.
2. Background of the disease including definition, description, signs and symptoms, and current incidence and/or prevalence statistics current state, local, and national statistics pertaining to the disease. (Include a table of incidence or prevalence rates by your geographic county, state, and national statistics.)
3. A review of current surveillance methods and any mandated reporting or methods for reporting the disease for providers.
4. Conduct descriptive epidemiology analysis of the disease including who is more frequently affected and characteristics of the population that might help in creating a prevention plan. Include costs (both financial and social) associated with the disease or problem.
5. Review how the disease is diagnosed, current national standards for screening or prevention, and pick one screening test and review its sensitivity, specificity, positive predictive value, cost and any current national guidelines for conducting which patients to conduct this test on.
6. Provide a brief plan of how you will address this epidemiological disease in your practice once you are finished with school. Provide three actions you will take along with how you will measure outcomes of your actions.
7. Conclude in a clear manner with a brief overview of key points of the entire disease,
Preparing the Paper
· Page length: 7-10 pages, excluding title/cover page
· APA format 6th edition
· Include references when necessary.
· Include at least one table to present information somewhere in the paper.
Directions and Grading Criteria
Category
Points
Possible
Points Earned
Comments
Scholarly Introduction (clear presentation of problem)
10
Background and significance of the disease (includes incidence or prevalence statistics)
25
Current surveillance methods
25
Descriptive epidemiological analysis (includes characteristics of the at-risk population and/or those affected by the disease and costs of the disease)
25
Screening and diagnosis (includes review of current guidelines for screening and diagnosis of the disease. In-depth review of statistics one screening or diagnostic test provided)
25
Plan of action (includes at least three evidenced based actions, supported by literature, that the student will take in their own practice and how outcomes will be measured)
25
Conclusion
10
Mechanics of writing, APA
5
Total
150
Total Points earned =
A quality paper will meet or exceed all of the criteria requirements.
Chamberlain College of Nursing NR503 Population Health, Epidemiology, & Statistical Principles
January 2018
Grading Rubric
Assignment Criteria
Exceptional
Outstanding or highest level of performance
Exceeds
Very good or high level of performance
Meets
Competent or satisfactory level of performance
Needs Improvement
Poor or failing level of performance
Developing
Unsatisfactory level of performance
Identification of the problem/concern
10 Points
9 Points
8 Points
4 Points
0 Points
Comprehensively identifies the problem/concern
Adequately identifies the problem/concern
Identification of problem/concern is limited
Identification of problem/concern is unclear.
Identification of problem/concern is absent
Background and significance of the disease (includes incidence or prevalence statistics)
25 Points
22 Points
20 Points
10 Points
0 Points
Background is complete, presents risks, disease impact and includes a review of incidence and prevalence of the disease within the student’s local area, state, and nationally. Evidence supports background.
Background is complete, presents risk, disease impact and at least one set of incidence and prevalence statistics are presented and supported by evidence.
Background missing one or more key points and at least one set of incidence and prevalence statistics are presented. Lack of evidence or limited presentation of the background.
Background missing more than one key point and at least one set of incidence and prevalence statistics are presented, or there is no supported evidence. Unclear conclusions or presentation.
Background and significance of the disease is not provided.
Current surveillance methods
25 Points
22 Points
20 Points
10 Points
0 Points
Current local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, and information on whether the disease is mandated for reporting, supported by evidence
More than one local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, and information on whether the disease is mandated for reporting, supported by evidence
One of either local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, and information on whether the disease is mandated for reporting, supported by evidence
One of either local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, or only information on whether the disease is mandated for reporting, or evidence is lacking to support this area. Unclear conclusions or presentation.
Local, state, and national disease surveillance methods were not discussed.
Descriptive epidemiological analysis (includes characteristics of the at-risk population and/or those affected by the disease and costs of the disease)
25 Points
22 Points
20 Points
10 Points
0 Points
Comprehensive review and analysis of descriptive epidemiological points of the identified disease and population most at risk, supported by scholarly evidence.
Adequate review with some analysis of descriptive epidemiological points of the identified disease and population most at risk supported by scholarly evidence.
Limited review and analysis of key descriptive epidemiological points of the identified disease and at-risk population.
Minimal analysis of key descriptive epidemiological points of the identified disease and at-risk population.
No analysis of key descriptive epidemiological points of the identified disease and at-risk population is provided.
Screening and diagnosis (includes review of current guidelines for screening and diagnosis of the disease. In-depth review of statistics one screening or diagnostic test provided)
25 Points
22 Points
20 Points
10 Points
0 Points
Comprehensive review of current guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests is presented.
Adequate review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests is presented.
Limited review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests.
Minimal or unclear review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests.
Review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests not provided.
Plan of action (includes at least three evidenced based actions, supported by literature, that the student will take in their own practice and how outcomes will be measured)
25 Points
22 Points
20 Points
10 Points
0 Points
A comprehensive plan of action specific to the student’s interests, the problem, and the geographic area is presented with 3 evidenced based actions that will be taken to address the impact, outcomes, or prevalence of the disease.
An adequate, but not fully comprehensive, plan of action specific to the student’s interests, the problem, and the geographic area is presented with 3 evidenced based actions that will be taken to address the impact, outcomes, or prevalence of the disease.
A limited plan of action specific to the student’s interests, the problem, and the geographic area is, outcomes, or prevalence of the disease. Three actions are presented with limited or little evidence.
Actions are minimal or unclear, or lack specificity to geographic area, are not supported directly by evidence or are not direct actions the student can take in practice.
Plan of action not provided.
Conclusion
10 Points
9 Points
8 Points
4 Points
0 Points
The conclusion thoroughly, clearly, succinctly, and logically presents major points of the paper with clear direction for action.
The conclusion adequately and logically presents major points of the paper with clear direction for action, but lacks one major point or is not succinct.
The conclusion is a limited review of key points of the paper, is not succinct, or lacks one or more major points of the paper or clear direction for action.
Conclusion is unclear or significantly limited in overview of the paper.
Conclusion not provided.
Grammar, Spelling, APA
5 Points
4 Points
3 Points
2 Points
0 Points
APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.
Two to four errors in APA format, grammar, spelling, and syntax noted.
Five to seven errors in APA format, grammar, spelling, and syntax noted.
Eight to nine errors in APA format, grammar, spelling, and syntax noted.
Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback.
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code "Newclient" for a 15% Discount!
NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.
