Probiotics

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Probiatics

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Advertisements for Probiotics

We have all seen the commercials and advertisements for “probiotics” to improve our health and treat diseases, such as diabetes, irritable bowel syndrome, arthritis, and even cancers and obesity. Web-based testimonials and claims of “scientific” reports have built probiotic consumption into a multi-billion dollar industry in the U.S. and other westernized countries. But are these products really supplying us with any measurable health benefit? What do the scientists have to say, based on their research?

Completing this activity will assist you in mastering Module Level Outcomes 1 and 2.

First:

Be sure you have read these materials:

  • Wood, M. (2014) Do Probiotics Work? (Links to an external site.)Links to an external site. Science Life, University of Chicago, Medicine and Biological Sciences
  • Probiotics Pros and Cons (Links to an external site.)Links to an external site., Berkeley Wellness, University of California, 2014
  • Probiotics: In Depth (Links to an external site.)Links to an external site., National Institute of Health, U.S. Department of Health and Human Services, National Center for Complementary and Integrative Medicine
  • Christensen, N. B., Byrup, T., Allin, K. H., Nielsen, T., Hansen, T. H., & Pedersen, O. (2016). Alterations in fecal microbiota composition by probiotic supplementation in healthy adults: A systematic review of randomized controlled trials (Links to an external site.)Links to an external site.. Genome Medicine, V8, Issue 52.
    • You are required to read the Abstract, which includes abbreviated Background/Methods/Results/Conclusions, but you also might want to look over the full-length Background and Conclusion sections.

Recall from Module 1:

  • Achenbach, J. (2015). National Geographic, V227. Achenbach, J. (2015, 03). The age of disbelief (Links to an external site.)Links to an external site.. National Geographic, 227, 31-32, 34-37, 39-42, 44-47.

In this Module 1 reading by Joel Achenbach, recall that we learned about:

  • “Confirmation bias”: when we tend to select for information that supports our currently held beliefs
  • Pressure from advertising that indicates our “tribe” believes this and does this, so we should believe and do this, as well
  • The tendency to have a strong attachment to anecdotes instead of research results based on statistics that may seem counterintuitive

In this discussion, we will test Achenbach’s hypotheses by collecting our own data on why some people believe that probiotics, as incorporated into our food or sold as supplements, are an important component of a healthy lifestyle.

Next:

Conduct a poll of your family, friends, and/or co-workers (try to interview at least 3 people who answer yes to the first question), asking them these questions:

  1. Do you regularly take or use any probiotic supplement products, such as capsules or yogurts, etc.?
  2. If you do, what particular health benefit do you think you are getting from this product?
  3. If not, why don’t you use these supplements?
  4. If I told you that all the scientific research to date shows no added health benefit of any kind for these probiotic products for the average healthy person, would you continue to use them? Why or why not?

Finally, submit as your initial post:

Write a summary report of your findings. Be sure to include:

  1. How many people you interviewed. Of this number, how many did and did not use probiotics? Include a percentage for each of these numbers.
  2. What were the main reasons cited for probiotic use?
  3. What were the main reasons provided for not using probiotics?
  4. What was the response to item “d” about the scientific research on probiotics? Would people change their behavior, why or why not?
  5. Does your data align with Achenbach’s claims about human behavior? Why or why not?

The final question (#5) should be the focus of your discussion with your classmates.

Your initial post responding to this assignment should be no shorter than 250 words. Include both in-text citations and complete APA style references for all the sources you used to inform your work. Once you have posted your own discussion response, you are required to comment on the posts of at least two of your classmates. You can agree or disagree with their posts, but you must explain why you have chosen to do so. Also, be sure to read the feedback on your own major postings and reply to it throughout the module.

Always be sure that your posts are respectful, polite, and considerate. if you have any questions or concerns.

You are also encouraged to do your own research through our library on the topic. Do not forget to include in-text citations and complete APA style references for all sources.

DNP 805

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DNP 805

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DNP 805 Topic 1 Discussion 1: Select a specific health care technology-related regulation, law, statute, or ethical standard that applies to informatics

DNP 805 Topic 1 Discussion 1

Select a specific health care technology-related regulation, law, statute, or ethical standard that applies to informatics. Provide a summary of your example and a statement describing your reasoning either in support of the example you select, or in opposition to it.

Name:  Discussion Rubric

  Excellent

90–100

 Good

80–89

 Fair

70–79

 Poor

0–69
Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

 40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

 35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

 31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Cited with fewer than two credible references.

 0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.
Main Posting:

Writing

 6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

 5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

 4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

 0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Posting:

Timely and full participation

 9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

 8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

 7 (7%) – 7 (7%)

Posts main Discussion by due date.

 0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.
First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

 7 (7%) – 7 (7%)

Response is on topic and may have some depth.

 0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.
First Response:

Writing

 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

 4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

 0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.
First Response:

Timely and full participation

 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

 3 (3%) – 3 (3%)

Posts by due date.

 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.		 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

 7 (7%) – 7 (7%)

Response is on topic and may have some depth.

 0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.
Second Response:
Writing		 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

 4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

 0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.
Second Response:
Timely and full participation		 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

 3 (3%) – 3 (3%)

Posts by due date.

 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.
Total Points: 100

Name:  Discussion Rubric

NURS 3335 Nutrition & Exercise

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NURS 3335 Nutrition & Exercise

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NURS 3335 Discussion Nutrition & Exercise

As seen in this week’s readings and media regarding Complementary and Alternative practices, there is a growing number of American’s using these types of practices for their health. Reflect upon your own personal values and cultural influences and the use of Complementary and Alternative practices when responding to the following questions:

How do culture and personal values influence the use of complementary and alternative medicine practices? (in-text citation and reference required)

In your own culture, what types of complementary practices are utilized? Describe the practice and what it was used for. (no reference required)

What types of complementary and alternative practices have you seen in your nursing practice or used personally and what was the effectiveness of the practice? (no reference required)

Remember to include an APA formatted in-text citation AND corresponding reference from a recent (within last 5 years), professional journal or website (NIH, CDC, etc.). (Failure to include BOTH an in-text citation AND a corresponding reference will result in a significant point deduction. Please contact your coach if you have any questions about this BEFORE submitting your post to the discussion board this week.) You do not need an in-text citation/reference for all questions, but the FIRST question DOES require an in-text citation and reference.

NURS 3335 Discussion Nutrition & Exercise

DQ2 Nutrition & Exercise, Complementary & Alternative Holistic Strategies, and the Nurse’s Role in Patient Education

Teaching Discussion Board

We hope that you are enjoying reading your selected book for the Book Review assignment and were able to learn health and wellness concepts that you can bring into your personal and professional lives. An integral part of nursing is teaching and there are always opportunities to teach your clients, patients, family, and friends. In this discussion, you will explore what you are already learning from the book you are reading, or what you have learned from other readings in this course, and how you could format a teaching plan to educate an audience on some of the concepts you have learned. You will include your Topic, a Rationale with citation, an Intended Audience, a Teaching Method, 2 SMART Objectives, and how you will Evaluate objective achievement.

Post your original post and respond to 2 peer posts in order to receive credit.

TOPIC: What will you teach about?

RATIONALE (include a citation): Why is this topic important?

AUDIENCE: Who will you be teaching?

TEACHING METHOD: Would you use a Power Point, poster, handouts, or a video? Why?

LEARNER OBJECTIVES (use SMART format): ex) 1. The learner will be able to ….    2.

PLAN FOR EVALUATION: How will you measure if your audience reached the objectives?

Health Promotion Discussion

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Health Promotion Discussion

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Health Promotion Discussion

Assignment: Health Promotion Discussion

Diversity among individuals, as well as cultures, provides a challenge for nurses when it comes to delivering meaningful health promotion and illness prevention-based education. How do teaching principles, varied learning styles (for both nurses and patients), and teaching methodologies impact the approach to education? How do health care providers overcome differing points of view regarding health promotion and disease prevention? Provide an example.

APA references not older than 5 years. around 300-350 words. need in 12 hours.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Advanced Practice Roles

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Advanced Practice Roles

Advanced Practice Roles

Assignment: Advanced Practice Roles

Overview/Description of Final Paper: The final written assignment will synthesize what you have discovered about the different advanced practice roles and scope of practice found in the master of nursing curriculum: APRNs, nurse educator, nurse informaticist, and nurse administrator/executive. You will review all roles and then examine the specialty for which you were admitted, focusing on the scope of practice, core competencies, certification requirements, and legal aspects of practice for that specific role. You will also identify the practice environment and population you will be working with, as well as peers and colleagues. In addition, you will discuss your future leadership role and participation in professional organizations.

Your paper is to be based on current literature, standards of practice, core competencies, and certification bodies for your chosen role. The paper should be 8-10 pages excluding the title and reference pages, and APA format is required.

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Criteria:
Advanced Practice Roles in Nursing:Briefly define advance nursing practice and the roles in advanced practice nursing pertaining to clinical practice, primary care, education, administration, and health information. Distinguish between ANP and the APN.
Describe the advance nursing practice role you aspire and briefly share the experiences and/or qualities you have that have influenced your decision. Include your personal philosophy.
Selected Advanced Practice Role:Identify the AP you interviewed and summarize the interview, which should/may include (if not in the interview, please address):
Examine regulatory and legal requirements for the state in which you plan to practice/work.
Describe the professional organizations available for membership based on your selected role.
Identify required competencies (domains), including certification requirements for your selected role.
Describe the organization and setting, population, and colleagues with whom you plan to work.
Leadership Attributes of the Advanced Practice Role:Determine your leadership style
Define Transformational Leadership and as it relates to your identified leadership attributes that you possess or need to develop
Apply the leadership style you will embrace in AP to one of the domains
Health Policy and the Advanced Practice Role
Based on your program of study, review the literature and address the following:

FNP/AGNP:Medicare reimbursement for NPs is 85%for the same health care that MDs receive at 100% reimbursement? Please address questions below and state your position on this mandate.
FNP/AGNP:What states have NP Full Practice Authority and which states have limitations or restrictions? How does this apply to your state? Please address questions below and state your position on this regulation.
Nurse Executive: What is value based care and how will it impact decisions made at the executive level relative to nursing and AP nursing? Please address and state your position on the regulation.
Nurse Informaticists:What law(s) was enacted to regulate health information? Please address questions below and state your position on this regulation.
Nurse Educator:What agency regulates nursing education? Explain in detail.
For the above category chosen, address the following:

Describe the current policy or trends and determine if it needs to change; if opposed to change state why
Provide the process required to make the change with key players and parties of interest; support opposition
Explain how you could lead the effort to make or influence the change in policy or keep the policy the same and the impact in healthcare quality.
Conclusion-Summarize your role paper by highlighting key points made in your paper.
Must be APA 6th edition format with an abstract.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Case Assignment: Communal Health

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Case Assignment: Communal Health

Case Assignment: Communal Health

Case Assignment: Communal Health

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Overview
Prepare a 3–4 page report on a critical health issue in a community or state. Describe the factors that contribute to the health issue and interventions that have been implemented. Explain the scope and role of nursing in the interventions, and recommend ways the scope of the interventions might be expanded.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Explain the factors that affect the health of communities.Explain the factors that contribute to a critical health care issue within a specific community.
Competency 2: Apply evidence-based interventions to promote health and disease prevention and respond to community health issues.Describe current interventions to target a critical health care issue within a specific community.
Describe the scope and role of nursing in current interventions that target a critical health care issue.
Recommend evidence-based ways to expand the scope of interventions to target a critical health care issue.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.Describe a critical health care issue within a specific community.
Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
Correctly format citations and references, using current APA style.

Context

Community/public health nursing is nursing care that is population-focused and occurs in non-hospital settings. Numerous nursing theories can provide the structure for community/public health nursing; however, nursing theories that incorporate components of the general systems theory frequently provide the framework for the practice of community/public health nursing.Historically, nurses have made significant contributions to the field of public health. From providing maternal-child care to poor women in the late 1800s, to promoting hygiene among school aged children in the early 1900s, to providing environmental and safety care to industrial workers during World War I, nurses have been instrumental in shaping health policies (Maurer & Smith, 2013). Today, community/public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues.SHOW LESSMany factors influence the health of communities and populations, including national policies that focus on health promotion. Healthy People, a major national health promotion program issued by the U.S. Surgeon General, identifies major health problems of the nation and sets national goals and objectives targeting health promotion (Maurer & Smith, 2013). If adopted, activities that target health promotion can result in disease prevention.Reference
Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for families and populations (5th ed.). St. Louis, MO: W. B. Saunders.

Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.What kinds of public health care services are available in your community? Do you think these services adequately meet the needs of the community?
How would you improve the scope of the services?

Resources
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.HealthyPeople.gov. (n.d.). Healthy People 2020. Retrieved from http://www.healthypeople.gov/
Benson, G. A., Sidebottom, A., VanWormer, J. J., Boucher, J. L., Stephens, C., & Krikava, J. (2013). HeartBeat connections: A rural community of solution for cardiovascular health. Journal of the American Board of Family Medicine, 26(3), 299–310. Retrieved from http://www.jabfm.org/content/26/3/299.full.pdf+htm…

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Evidence Based Practice

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Evidence Based Practice

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Evidence Based Practice

Evidence Based Practice Assignment

Module 1: Introduction to Nursing Research and Evidence Based Practice
Goals

After completing this module, you will be able to do the following:

Describe the link between research and the development of an evidence-based practice for nursing.
Analyze your role in research and evidence based practice as a professional nurse.
Trace the evolution of nursing research from the time of Florence Nightingale into the twenty-first century.
Predict future trends and priorities in nursing research.
Differentiate among the ways of acquiring nursing knowledge (tradition, authority, borrowing, trial and error, personal experience, role modeling, intuition, reasoning, and research) that you use in practice.
Describe the major national initiatives whose focus is to increase the use of evidence based practice.
Identify the 7 steps for the evidence based practice process.
Formulate a clinical foreground question related to nursing practice in PICOT format.
Identify corresponding research designs and other types of evidence that would best address the clinical question.
Compare and contrast information resources, databases and search strategies.
Perform a literature search to find evidence relevant to a clinical question.
Perform a rapid critical appraisal of the evidence available to answer a clinical question.
Overview

This module provides an overview of nursing research, the history of research, and the significance of research evidence for nursing practice. Research methodologies and their importance in generating an evidence-based practice for nursing are explored. Current trends and events in healthcare and the nursing profession are examined in the context of the evolution of nursing research.

The module explains importance of nursing research in developing an evidence-based practice and the nurse’s role in research is addressed. The past, present, and future of nursing research are explored, including the scientific accomplishments in the profession over the last 150 years. The ways of acquiring knowledge in nursing are discussed, including the significance of research in developing nursing knowledge. The module describes the components and steps of the evidence based practice process, reasons for implementing evidence based practice and major healthcare initiatives whose focus is to increase the use of evidence based practice. Strategies for developing searchable clinical questions and conducting a literature review for relevant evidence to answer clinical questions are explored. Research designs, types of evidence and key questions that are part of the rapid critical appraisal process are identified are discussed.

Read

Melnyk & Fineout-Overholt – Chapters 1, 2 and 3
Worksheet: Question Templates for Asking PICOT Questions
Application Case Study: Chapter 3: Finding Relevant Evidence to Answer Clinical Questions
Related Resources:

Introduction to Nursing Research Joanna Briggs Institute for Evidence Libraries (www.joannabriggs.org)Agency for Healthcare Research and Quality (AHRQ)
National Guideline Clearinghouse (NGC)
The Cochrane Collaboration
Association of Colleges of Nursing position statement regarding participation of nurses in research based on their educational preparation. AACN Position Statement on Nursing Researc.pdf
Introduction to Evidence Based PracticeThe Cochrane Collaboration and Cochrane Reviews
The Institute for Healthcare Improvement (IHI) Triple Aim
The Institute of Medicine Roundtable on Evidence-Based Medicine (IOM)
Preventative Services Taskforce (USPSTF)
Patient Centered Outcomes Research Institute
Magnet Recognition Program by the American Nurses Credentialing Center (ANCC)
Goals Alignment

University Mission Goals:

Demonstrates professional performance through research by using evidence-based research
Program Goals:

Professional Behavior/Ethics: Develop a personal values system and value-based behaviors that include the capacity to make and act upon ethical judgments
Research and Evidence-Based Practice: Use research findings and other evidence in designing, implementing, and evaluating care that is multidimensional, high quality, cost-effective and leads to improved patient outcomes
Course Goals:

Articulate the role of research in the development of nursing knowledge and evidence-based practice.
Describe the basic concepts, techniques, and methodologies underlying the research process and their application in the study of nursing problems.
Identify researchable clinical nursing problems with the purpose of improving patient outcomes.
Use information technology to retrieve hierarchical levels of evidence that addresses clinical questions.
Utilize effective critical thinking and written communication skills in the critique of research for applicability to nursing practice.
Integrate research findings into nursing practice to meet the changing needs of clients and professional nursing.
Describe current research priorities in nursing.
Identify legal, ethical and cultural considerations in research that involves human subjects.
Professional Standards

AACN Baccalaureate Essentials:

Scholarship for evidence-based practice
Inter-professional communication and collaboration for improving patient health outcomes
Baccalaureate generalist nursing practice
IOM Core Competencies:

Patient-centered care
Evidence-based practice
Quality improvement
Module 1: AssignmentRemember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.

Start by reading and following these instructions:

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:

Identify a clinical question related to your work environment, write the question in PICOT format and perform a literature search on the identified topic.

Purpose

To enable the student to identify a clinical question related to a specified area of practice and use medical and nursing databases to find research articles that will provide evidence to validate nursing interventions regarding a specific area of nursing practice.

Review the Application Case Study for Chapter 3: Finding Relevant Evidence to Answer Clinical Questions as a guide for your literature search.

Guidelines

Identify a clinical question related to your area of clinical practice and write the clinical foreground question in PICOT format utilizing the worksheet tool provided as a guide.
Describe why this is a clinical problem or an opportunity for improving health outcomes in your area of clinical practice. Perform a literature search and select five research articles on your topic utilizing the databases highlighted in Chapter 3 of the textbook (Melnyk and Finout-Overholt, 2015).
Identify the article that best supports nursing interventions for your topic. Explain why this article best supports your topic as you compare the article to the other four found in the literature search.
Please submit an APA formatted essay of 1000 to 1500 words in length. There should be a minimum of five scholarly sources to support your topic.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Basics of public Health

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Basics of public Health

Basics of public Health

Assignment: Basics of public Health

This assignment is designed to ensure you understand the basics of public and community health. It is important to understand how closely related public and community health are.

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In your assignment:

Define public/community health nursing.
Define primary, secondary, and tertiary levels of prevention.
Give examples of each level of prevention.
Describe the nurse’s roles and responsibilities in community and public health nursing.
Explain current issues community and public health nurses face.
Format your assignment as one of the following:

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Evidence-based Pharmacology

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Evidence-based Pharmacology

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Evidence-based Pharmacology

The purpose of this assignment is to provide an opportunity for you to review an area of interest and apply the concepts you have learned in this course to a patient situation. In clinical decision-making, you must combine knowledge and evidence to make a good decision. Using critical thinking and reading skills, you will meet multiple objectives for this assignment.

Criteria

  1. Synthesize relevant information, including research related to the diagnosis and treatment of the selected disorder.
  2. Recognize the assumptions inherent in the current literature and identify any unstated or missing information.
    Assignment: Evidence-Based Pharmacology
  3. Develop and justify various approaches to the stated problem, including nonpharmacological and pharmacological treatment.
  4. Clearly articulate at least two approaches to the treatment of the condition.
  5. Defend the choice of the treatment option. This must include a reflection on the availability of peer-reviewed information and your analysis of the credibility of that information.
  6. Create a plan for follow-up and referral if needed.

The following are examples of disease states that you might want to study. These are just examples. You can select whatever area is of interest to you.

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  • Asthma
  • Chronic Obstructive Pulmunory Disease (COPD)
  • Hypertension
  • Diabetes Mellitus Type II
  • Major Depression
  • Migraine Headaches
  • Pneumonia
  • Tuberculosis
  • Human Immunodeficiency Virus (HIV)
  • Hyperlipidemia

Submit your answers in a Microsoft Word document of 10 pages. Include peer-reviewed references in APA format. Be sure to review the directions and grading criteria to assure that you will cover the content well.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

The field encompasses drug composition and properties, synthesis and drug design, molecular and cellular mechanisms, organ/systems mechanisms, signal transduction/cellular communication, molecular diagnostics, interactions, chemical biology, therapy, and medical applications and antipathogenic capabilities. The two main areas of pharmacology are pharmacodynamics and pharmacokinetics. Pharmacodynamics studies the effects of a drug on biological systems, and pharmacokinetics studies the effects of biological systems on a drug. In broad terms, pharmacodynamics discusses the chemicals with biological receptors, and pharmacokinetics discusses the absorption, distribution, metabolism, and excretion (ADME) of chemicals from the biological systems.

Pharmacology is not synonymous with pharmacy and the two terms are frequently confused. Pharmacology, a biomedical science, deals with the research, discovery, and characterization of chemicals which show biological effects and the elucidation of cellular and organismal function in relation to these chemicals. In contrast, pharmacy, a health services profession, is concerned with the application of the principles learned from pharmacology in its clinical settings; whether it be in a dispensing or clinical care role. In either field, the primary contrast between the two is their distinctions between direct-patient care, pharmacy practice, and the science-oriented research field, driven by pharmacology.

NURS-FPX4055: Health Promotion Research

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NURS-FPX4055: Health Promotion Research

NURS-FPX4055: Health Promotion Research

Introduction

This first assessment is the research and background information for the presentation you will give in your last assessment. Consider this the nursing process for your chosen community (assessment, diagnostics, planning, interventions, and evaluation). The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a learning experience focused on health promotion associated with the specific community health concern you selected from the provided document. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. The two windshield survey worksheets will be critical steps in completing this assessment. This assessment is the foundation for the implementation of Assessment 4, Health Promotion Plan Presentation.

Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.

Preparation

Be sure you’ve completed the Windshield Survey Worksheet 1: Assess Your Community and Windshield Survey Worksheet 2: Tour Your Community activities. Then complete this assessment as if within a neighborhood or community of your choice. Your community, which will become the focus of your health promotion plan, could be something like the elderly housing center, high school, or your own neighborhood. It could even be a subset of or an individual within that community, for instance, one of the students at the high school or a resident at the elderly housing center.

Instructions

Complete the following:

  • Assess your chosen community to include socioeconomic and demographic data such as location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)
  • Choose a specific health concern or health need from the Assessment 1 Supplement: Health Promotion Research [PDF] as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you’ve chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.
  • Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you’ve learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.
  • Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.
    • Based on the health concern for your individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.
  • Identify your chosen individual’s or group’s potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).
    • Identify the individual or group’s current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group needs can be met. Health promotion goals need to be clear, measurable, and appropriate for this activity and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.

Be sure to apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

  • Write with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

Additional Requirements

Your assessment should also meet the following requirements:

  • Document format and length: Your health promotion plan should be 4–6 pages in length.
  • Supporting evidence: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.
  • Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Analyze health risks and healthcare needs among distinct populations.
    • Analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.
    • Describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
    • Explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.
    • Establish health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.