SAP102 Assessment One T2 2025

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SAP102 Assessment One T2 2025

Task 1: Written / short answer questions (20%) Due Date: Week 4

SAP102 Assignment 1

Open-book short-answer assessment 20%

Due date: Week 4 Sunday

Total Word Count: 1200 words

 

Preparation for Assessment 1: for this assignment you are to draw upon content covered in weeks 1-4 including readings, lectures and tutorial activities.

 

Instructions

This is an OPEN BOOK assessment.

The assessment will open on the Sunday of week 3 and be due on the Sunday of week 4.

The format is short answers to each question; remember to put forward a strong academic argument and/or thesis that responds to the question and support your main contention using journal articles, book chapters and other scholarly academic literature covered in weeks 1-4 and provided on Moodle.

A total of 1200 words (+ or – 10%) should be submitted for all three question responses combined.

No introduction or conclusion to the whole assessment is needed.

No table of content is needed.

Apply double spacing to your text and 12 size font.

You must use the required and optional reading materials provided to you in your unit. You can use other research material you have sourced however integrating the course content into your answers is required.

While you may be informed by lecture slides and readings, you are to use your own words in your answers. Do not respond using dot-points or list your ideas.

Copied material from slides or readings will not be accepted.

Please make sure to submit a WORD file only.

You can only make one (1) attempt at submitting.

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Please answer these 3 questions using evidence from week 1-4 readings.

 

  1. The welfare state has been criticised as encouraging welfare dependency and taking away individual initiative.

 

Discuss the truth of this statement using a particular Australian welfare service as an example and evidence from readings week 1-4 (600 Words) (This question is worth 10 marks)

 

  1. Identify and explain a service, policy or law that is designed to address two issues concerning only Indigenous Aboriginal and Torres Strait Islander People?

(300) words) 5 marks

 

Please use references regarding particular Australian welfare policies, systems or services in your response and evidence from readings from week 1-4 in your answer.

 

  1. Most people draw upon the welfare state at some time in their lives. Identify and discuss five ways person might draw on the welfare state at some critical time in their life? (300 words) 5 marks

 

Please use full sentences and identify particular Australian welfare systems or services in your response and evidence from readings from week 1-4

 

 

Criterion Measures Intended Learning Outcome:
1 – 2 Answers are clearly and academically written with strong arguments and ..  (30%) LO1, 2
3 – 5 Written discussion regarding welfare programs, welfare services, relevant laws and legislation learned during first 3 weeks (50%) LO1 – 5
6 – 7 Each question has update references drawn from weeks 1 – 4 and accurately cited. (20%) LO1, 2
Task Length 1200 words  

Introduction

Australia’s welfare state is a cornerstone of social protection, designed to support citizens through periods of need and promote social equity. However, its role and effectiveness have long been debated. Critics argue that the welfare system fosters dependency and undermines personal initiative, while advocates see it as essential for ensuring equality and human dignity. This assessment addresses three key areas drawn from weeks 1–4 of SAP102: the welfare dependency debate, policies addressing Indigenous disadvantage, and the universal nature of welfare support across life stages.

Each question explores the Australian welfare system through evidence-based discussion, highlighting the balance between state responsibility and individual empowerment. The analysis draws upon core readings, lectures, and policy examples to show how the welfare state functions both as a safety net and a mechanism for social inclusion.

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Comprehensive Assessment and Fluid Management of a Dehydrated Pediatric Patient with Tonsillitis: A Case of Harry Worth

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Comprehensive Assessment and Fluid Management of a Dehydrated Pediatric Patient with Tonsillitis: A Case of Harry Worth

At 08.00, a nine-year-old boy called Harry Worth was admitted with 5% dehydration as a result of ongoing tonsillitis. His date of birth is 12th January 2015. His UMRN is E435678. He weighs 37kg. His mother is incredibly worried about him and appears anxious. Harry has a respiratory rate of 36, his Sats are 98, you take a pulse, and it is 155. His blood pressure is 122/66, and his temperature is 38.1.

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He has commenced on two antibiotics and parental rehydration according to guidelines. At 9.00, you give a dose of Paracetamol and commence the IV parental fluid. The standard dosing for Paracetamol is 15mg/kg, and it comes in strawberry flavour at 24mg/ml.

Since admission, the patient has consumed a light breakfast, including toast and 100 mL of juice.

At 10.00, you give the first dose of Ceftriaxone 1.85g; the patient vomits 60mL and drinks 100 mL of water. By 10.00, he had consumed 150 grams of jelly and some crackers.

At 11.00, the patient urinates 200 mL

He eats a banana and 100 grams of ice cream for lunch at noon.  At 12.00 you give the first dose of Vancomycin 555mg as an IV infusion.

At 13.00, he drinks another 100 mL of water and vomits 60mls again.

At 14.00, he urinates 150mls.

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The next nursing shift will continue monitoring his fluid intake and output to ensure proper rehydration. Calculate his fluid balance chart and early warning score (EWS) and provide a handover to the afternoon staff, highlighting any deficits/actions.

  1. Using the following formulas calculate the deficit fluid and maintenance fluid Harry requires
  2. How many mL of Paracetamol would you give?
  3. a) How many mL of Ceftriaxone will you need for the correct dose?
  4. b) How many mL will you give Harry to ensure the medication has the correct concentration?
  5. c) At what rate will you set the syringe driver to give the medication over the correct time?
  6. a) How many mL of Vancomycin will you need for the correct dose?
  7. b) How many mL of Vancomycin will you give Harry to ensure the medication has the correct concentration?
  8. c) At what rate will you set the pump to give the medication over the correct time?
  9. a) What is Harry’s EWS?
  10. b) What actions will you take?
  11. Please write the handover you would give the afternoon staff.

Please complete the fluid balance chart on the following page. Make sure you include all fluid input and output.

Introduction

Effective fluid management and clinical observation are vital aspects of pediatric nursing care, especially for children presenting with dehydration secondary to infection. This case study focuses on Harry Worth, a nine-year-old boy admitted with 5% dehydration due to ongoing tonsillitis. Upon admission, Harry exhibited signs of systemic distress, including a raised pulse rate of 155, elevated temperature of 38.1°C, and mild tachypnea with a respiratory rate of 36 breaths per minute. His presentation reflects a moderate physiological response to infection and dehydration, requiring careful monitoring and evidence-based intervention.

The case highlights the importance of accurate calculations in pediatric dosing, fluid replacement, and early warning scoring (EWS) to ensure safe and effective treatment. It also underscores the nurse’s role in interpreting clinical data, maintaining fluid balance, and communicating essential information during handover to ensure continuity of care.

Through this case, key nursing responsibilities are examined, including the calculation of deficit and maintenance fluids, precise medication dosing, and the assessment of Harry’s ongoing condition through the EWS system. Each intervention—from the administration of antibiotics such as Ceftriaxone and Vancomycin to the monitoring of intake and output—plays a crucial role in promoting recovery, preventing complications, and reassuring an anxious parent.

Overall, this study provides an integrated approach to pediatric care, combining clinical reasoning, pharmacological accuracy, and compassionate nursing practice to support optimal patient outcomes in a hospital setting.

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SOWK 630: Cultural Identity and Client-Centered Practice in Urban Settings

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SOWK 630: Cultural Identity and Client-Centered Practice in Urban Settings

Instructions for Students:

Please select one racial or ethnic group discussed in the Sue, Rasheed, & Rasheed (2015) textbook on Multicultural Social Work Practice. In a 2–3 page paper (APA 7th edition, double-spaced), address the following:

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✍️ Part 1: Shaping of Identity

Describe how a person’s identity from your selected group is shaped by external factors, including but not limited to:

Race

Culture

Socioeconomic status

Historical or systemic oppression

Community or family values

Provide thoughtful insight into how these factors may impact the way individuals navigate systems (e.g., education, healthcare, child welfare, legal) in urban environments.

✍️ Part 2: Clients as Experts & Key Informants

Give two specific examples of how you, as a practitioner, can:

Use clients as experts in their own epistemological (knowledge-based) experiences

Engage clients as key informants to help bridge cultural gaps in service delivery for urban families and their children

✅ Requirements:

Length: 2–3 pages (not including title or reference page)

Formatting: APA 7th edition

Sources: Reference the Sue textbook and include at least two additional scholarly or reputable source

In-text citations and reference page are required

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Introduction

Cultural identity is never shaped in isolation—it is molded by history, social forces, family values, and the way society perceives different groups. For African Americans, identity formation has been particularly influenced by the enduring legacy of slavery, segregation, and systemic racism. These realities continue to affect not only how individuals view themselves but also how they are treated within social systems such as education, healthcare, child welfare, and the legal system (Sue, Rasheed, & Rasheed, 2015). At the same time, African American culture carries deep strengths, including resilience, kinship bonds, and strong spiritual traditions, which sustain individuals and families in urban environments. In multicultural social work practice, it is essential to understand these complex layers of identity while recognizing clients as experts in their lived experiences. This perspective ensures that service delivery is not only culturally responsive but also rooted in respect, collaboration, and empowerment.

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NURS-FPX4005: Assessment 4- Stakeholder Presentation

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NURS-FPX4005: Assessment 4- Stakeholder Presentation

Create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.

Introduction

Knowing who to include in your project plan presentation is important. Is your plan focused on an organization, a patient population, or a community? The purpose of the project will guide identification of the population. Who are the stakeholders? Are they patients? Health and human services providers, government officials, influencers, workers whose jobs are impacted by the proposed plan? Community activists? Or affected local businesses? (Harris et al., 2023). These are all important considerations as you plan your presentation for stakeholders.

You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this activity will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.

Reference

Harris, J. L., Roussel, L. A., Dearman, C., & Thomas, P. (2023). Project planning and management: A guide for nurses and interprofessional teams (4th ed.). Jones & Bartlett Learning.

Professional Context

This assessment is an opportunity to sharpen your ability to create a professional presentation for stakeholders. By using this presentation, the stakeholders will have tools to expand on these ideas in their workplace, and to drive change and improve processes to solve an interprofessional collaboration problem.

Overview

In addition to summarizing the key points of your previous assessments, you will be providing relevant stakeholders with an overview of project specifics, including how success will be measured. Because you will not execute the project, there will be no results to complete; however, by carefully examining the ways in which your plan could be carried out and evaluated, you will experience the thinking required.

When creating your PowerPoint, keep in mind the target audience: the stakeholders at your interviewee’s organization. The overall goal is to create an educational, persuasive presentation that your interviewee could present to his or her organization.

Instructions

Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you know what is needed for a distinguished score.

  • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
  • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
  • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
  • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
  • Produce slides that are easy to read and error free. Detailed speaker notes are provided.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.

There are various ways to structure your presentation; following is one example:

  • Part 1: Organizational or Patient Issue.
    • What is the issue that you are trying to solve or improve?
    • Why should the audience care about solving it?
  • Part 2: Relevance of an Interdisciplinary Team Approach.
    • Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
    • How will it help to achieve improved outcomes or reach a goal?
  • Part 3: Interdisciplinary Plan Summary.
    • What is the objective?
    • How likely is it to work?
    • What will the interdisciplinary team do?
  • Part 4: Implementation and Resource Management.
    • How could the plan be implemented to ensure effective use of resources?
    • How could the plan be managed to ensure that resources were not wasted?
    • How does the plan justify the resource expenditure?
  • Part 5: Evaluation.
    • What would a successful outcome of the project look like?
    • What are the criteria that could be used to measure that success?
      • How could this be used to show the degree of success?

Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization, and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.

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Additional Requirements

  • Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. See the Bachelor of Nursing (BSN) Program Library Guide.
  • APA formatting: Make sure that in-text citations on your slides and notes pages, and your reference list are in current APA style. See the APA Module.

Competencies Measured

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

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain how an interdisciplinary plan could be implemented and how the human and financial resources would be managed.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
  • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
    • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
    • Propose evidence-based criteria to evaluate the degree to which a project was successful in achieving the improvement goal.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • Produce slides that are easy to read and error free. Detailed speaker notes are provided.
    • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.

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Introduction
Engaging stakeholders is a critical step in advancing organizational change and ensuring successful implementation of improvement initiatives. The effectiveness of any plan depends not only on the strength of its evidence base but also on the ability to generate buy-in from those directly impacted by its outcomes. Identifying the right stakeholders—whether they are patients, healthcare providers, administrators, or community representatives—is essential because their support, perspectives, and resources can determine whether the project succeeds (Harris et al., 2023).

This presentation builds on the interdisciplinary plan proposal developed in the previous assessment and is designed to inform and persuade stakeholders of its value. It will outline the organizational issue being addressed, explain why an interdisciplinary approach is the most effective strategy, and summarize the evidence-based plan. In addition, the presentation will highlight implementation strategies, resource management considerations, and evaluation criteria to measure success. The goal is to provide stakeholders with a clear, evidence-supported pathway for collaboration that strengthens patient care, enhances organizational outcomes, and ensures sustainable improvement.

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NURS-FPX4005: Assessment 3- Interdisciplinary Plan Proposal

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NURS-FPX4005: Assessment 3- Interdisciplinary Plan Proposal

Create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue identified in the second assessment.

Introduction

When creating a project plan, it is important to be cognizant of the significant role that nurses play in strategizing about use of organizational human and financial resources within the organization.

Communication is the key component to beginning and finishing projects, such as a plan proposal. The ability to effectively communicate involves reaching a state of consciousness regarding how others think and feel about something—an awareness of human differences. In addition, being knowledgeable about what type technological advancements exist can greatly enhance a positive project outcome (Harris et al., 2023).

As you work on your assessment, consider the following: How do organizational leaders impact project successes, sustain practice change, and share evidence-based findings? Which technology might help you evaluate the project’s impact within a health care system?

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this activity will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

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Reference

Harris, J. L., Roussel, L. A., Dearman, C., & Thomas, P. (2023). Project planning and management: A guide for nurses and interprofessional teams (4th ed.) (pp. 9–10). Jones & Bartlett Learning.

Professional Context

This assessment will enable you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources, including financial considerations, which can be used to solve the problem identified in the healthcare professional interview you conducted.

Overview

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present a plan for an interdisciplinary intervention to address the issue. While you will not be expected to implement the plan during this course, the plan should be evidence based and realistic within the context of the issue and your interviewee’s organization.

The goal of this assessment is to clearly lay out the improvement objective for your interdisciplinary intervention. Be sure to build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be used to generate buy-in for the plan or improve the implementation of the plan.

Instructions

Use the context of the organization from your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific organizational or patient outcome based on the information gathered in your interview.

Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as to the reference list at the end. (Because you’re using a template, a title page is optional.)

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the rubric carefully so you understand what is needed for a distinguished score.

  • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
  • Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Explain organizational resources, including financial, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
  • 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.

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Additional Requirements

  • Length of submission: Use the template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2–4 pages in length. Be sure to include a reference page at the end of the plan.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. See the Bachelor of Nursing (BSN) Program Library Guide.
  • APA formatting: Make sure that in-text citations and reference list follow current APA style. See the APA Module.

Competencies Measured

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

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain organizational resources, including financial, needed for a plan to succeed and the impacts on those resources if nothing is done to address the improvements sought by the plan.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving a plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
    • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
  • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
    • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • 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.

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Introduction
Developing an effective plan proposal in healthcare requires balancing clinical expertise with thoughtful management of human and financial resources. Nurses, in particular, play a critical role in shaping strategies that improve patient outcomes while ensuring organizational sustainability. Effective communication is the cornerstone of this process, as it not only facilitates understanding across disciplines but also builds trust and engagement among stakeholders. Equally important is the recognition of technological tools that can enhance evaluation, coordination, and long-term success of proposed improvements (Harris et al., 2023).

This report builds on the organizational issue identified in the professional interview conducted in the previous assessment. It presents a comprehensive plan proposal for an interdisciplinary team designed to address that issue through evidence-based strategies. The proposal will outline the improvement objective, describe the collaboration needed to achieve the desired outcomes, and analyze organizational resources—both human and financial—that will support the plan’s success. Additionally, relevant change theories, leadership strategies, and best practices in interprofessional collaboration will be applied to create a practical, evidence-based framework for implementation. By integrating these elements, the proposal provides a clear pathway for improving outcomes for both patients and the healthcare system.

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NURS-FPX4005: Assessment 2- Interview and Interdisciplinary Issue Identification

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NURS-FPX4005: Assessment 2- Interview and Interdisciplinary Issue Identification

Create a 2-4 page report on an interview you have conducted with a health care professional colleague. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue. This is the first of three assessments that build on each other.

Introduction

As a baccalaureate-prepared nurse, your participation and leadership in intra- and interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project, and implementing change, is to become knowledgeable about the challenges that the organization is facing. To do this, you will interview a healthcare professional. This can be a peer, a nursing colleague, administrator, or someone who could provide you with sufficient knowledge and information on a particular problem or concern within the organization.

It would be an excellent choice to complete the Plan-Do-Study-Act (PDSA) Cycle activity prior to developing the report. The activity consists of four questions that create the opportunity to check your understanding of best practices related to each stage of the PDSA cycle, which is one of a number of change models you can read about. The information gained from completing this activity will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.

Professional Context

By interviewing a healthcare colleague of your choice, you will begin to gather information about an interprofessional collaboration problem that your colleague is experiencing, or has experienced, in the workplace. You will identify a change theory and leadership strategies that can be applied to address this problem.

Overview

This assessment is the first of three related assessments in which you will gather interview information, design a proposal for interdisciplinary problem-solving, and report on how an interdisciplinary improvement plan could be implemented in a place of practice. At the end of the course, your interviewee will have a proposal plan that they could present to stakeholders to address an interdisciplinary problem in the workplace.

You may interview a healthcare professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem or an area in which the organization is seeking improvements. Consult the Interview Guide [DOCX] for an outline of how to prepare and the types of information you will need to complete this project successfully.

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Instructions

For this assessment, you will report on the information gathered during your interview. You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature. The goal of this assessment is to analyze the interview data and identify an issue that would benefit from an interdisciplinary solution. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently in use. Additionally, you will prepare for your Interdisciplinary Plan Proposal assessment by researching change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient and distinguished criteria.

Use the Interview and Issue Identification Template [DOCX] to help you stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end. (Because you’re using a template, a title page is optional.)

Additionally, be sure to address the following criteria. Please study the scoring guide carefully so you know what is needed for a distinguished score.

  • Summarize an interview focused on past or current issues at a healthcare organization.
  • Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
  • Describe change theories and a leadership strategy that could help in developing an interdisciplinary solution to an organizational issue.
  • Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
  • 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.

Additional Requirements

  • Length of submission: Use the provided template. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence to support your central ideas. Resources should be no more than 5 years old. See the Capella University Library.
  • APA formatting: Make sure that in-text citations and reference list follow current APA style. See the APA Module.

Competencies Measured

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

  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Summarize an interview focused on past or current issues at a health care organization.
    • Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
  • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
    • Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
  • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
    • Describe change theories and a leadership strategy to develop an interdisciplinary solution to an organizational issue.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • 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.

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Introduction
Nursing practice today requires more than individual expertise; it relies heavily on collaboration across disciplines to address complex healthcare challenges and improve patient and organizational outcomes. As a baccalaureate-prepared nurse, engaging in intra- and interdisciplinary teamwork is both a responsibility and a leadership opportunity. One effective way to identify areas for improvement in this context is through direct engagement with colleagues who experience challenges firsthand. Conducting interviews with healthcare professionals allows for the exploration of issues that impact care delivery and provides a foundation for developing evidence-based interdisciplinary solutions.

This report summarizes insights gained from an interview with a healthcare professional colleague, focusing on a specific organizational issue that could benefit from an interdisciplinary approach. The analysis will highlight the interview strategy used, the issue identified, and the potential for applying change theories, leadership strategies, and collaborative practices to address it. By integrating perspectives from the interview with best practices and evidence from the literature, this assessment lays the groundwork for designing an interdisciplinary improvement plan that supports both patient outcomes and organizational effectiveness.

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NURS-FPX4005: Assessment 1- Collaboration and Leadership Reflection

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NURS-FPX4005: Assessment 1- Collaboration and Leadership Reflection

Create a reflection that addresses either an interprofessional collaboration you experienced or you observed from the Sentinel U – Interprofessional Collaboration simulation.

Introduction

Leadership and collaboration are critical aspects of a nurse’s work. The use of effective leadership skills and interprofessional collaboration allow practitioners to share their perspectives in guiding patient care for the purposes of promoting optimal health and well-being. This can only be achieved when individuals have a true perception of who they are as a person.

Reflection is a key part of building leadership skills and interprofessional relationships. It allows you to look critically at experiences and actions through specific lenses. Reflection can help you consider potential reasons and causes of people’s actions and behaviors and allow you to think about how to respond appropriately. This is vital because nurses are often at the frontlines of interacting with various other disciplines and are considered full partners when approaching healthcare of patients.

As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection assessment. Completing formative assessments or activities is also a way to demonstrate course engagement.

Professional Context

This assessment is designed to help you become a reflective practitioner. By reflecting on your leadership style, along with the styles you’ve observed in others, you will learn to continually assess and improve your leadership and collaboration skills.

You may choose to reflect on a collaborative interprofessional experience in a current or former place of practice, or you may choose to imagine yourself in the five short modules in the Sentinel U – Interprofessional Collaboration simulation.

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Instructions

Part 1: Create a one-page infographic resume of your current strengths as a leader

Briefly describe your leadership style. Create a short, one-page infographic resume or poster to advertise your strengths. You can use an online tool or simply use the graphics capabilities of Word to create your infographic.

Here’s an example:

Part 2: Write a two-page reflection

Reflect on the leadership styles you’ve observed in others, as well as an interprofessional collaboration experience from your personal practice. (If you’re having a hard time coming up with an example from your own experience, complete the five short modules in the Sentinel U – Interprofessional Collaboration simulation). What did or would effective leadership look like? What did or would effective collaboration look like? Remember that leadership can be demonstrated by those who aren’t in official leadership positions as well as by formal leaders.

Be sure that your assessment addresses the following criteria. Please study the rubric carefully so you understand what is needed for a distinguished score.

  • Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes, and how effective leadership, or a lack of it, played a role. This may be the Sentinel U simulation on Interprofessional Collaboration. There are five modules in this simulation
    • A simplified gap-analysis approach may be useful:
      • What happened?
      • What went well?
      • What did not go well?
      • What should have happened?
  • Compare and contrast effective leadership with ineffective leadership. What have you observed in others that works or doesn’t work when it comes to leadership?
  • Given what you’ve shared about effective leadership and also what effective collaboration looks like, identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.
  • Also identify best-practice interdisciplinary collaboration strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.
  • What leadership style do you think you need to develop more to support the above best-practice strategies you’ve described? How would you do that?
  • Include a full reference list from relevant and evidence-based (published within 5 years) sources, adhering to APA format.

You will also be required to submit an APA-formatted reference list for any sources that you cited or used to inform your reflection.

Additional Requirements

  • Length of submission: Part 1 is a one-page infographic resume consisting of bullet points and a few sentences. Part 2 is two pages in length double-spaced, not including the reference page.
  • References: Per the instructions above, cite at least 3 professional or scholarly sources of evidence to support the assertions and proposals you make. Include additional properly cited references as necessary to support your statements.
  • APA reference page: Submit a correctly formatted APA reference page that shows all the sources used to develop the content. You may wish to refer to the APA Module for more information on applying APA style.

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Competencies Measured

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

  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.
    • Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work together more effectively, citing the work of at least one article in the presentation.
  • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
    • Describe one’s leadership style.
    • Compare and contrast effective leadership with ineffective leadership.
    • Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing the work of at least one article in the presentation.
    • Describe a leadership style to develop to better support best-practice strategies.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.

Introduction
Leadership and collaboration are at the heart of effective nursing practice and patient-centered care. Nurses play a unique role as both care providers and coordinators, often working alongside physicians, pharmacists, therapists, and other professionals to ensure the best outcomes for patients. This requires more than technical skills—it demands the ability to reflect, communicate, and engage with others in meaningful ways. Reflection is particularly valuable because it allows practitioners to critically examine their actions, recognize the dynamics within interprofessional teams, and identify opportunities for growth. Through reflective practice, nurses strengthen their leadership capacity, develop strategies for successful collaboration, and gain insights into how to respond constructively to challenges.

In this reflection, I will explore an interprofessional collaboration experience, analyzing both its strengths and shortcomings using a structured approach. By comparing examples of effective and ineffective leadership, I will highlight how leadership styles directly influence teamwork and patient outcomes. Additionally, I will incorporate evidence-based strategies from the literature to identify best practices in leadership and interdisciplinary collaboration. Finally, I will consider the leadership style I need to develop further to enhance my ability to foster collaboration and support positive outcomes for both patients and healthcare systems.

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Assessment 2 Scaffolding Guide

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Assessment 2 Scaffolding Guide

Comparative Critical Review (1500 words, 35%)

Step 1: Selecting Your Articles

  • Choose two peer-reviewed journal articles published within the last 10 years.
  • Ensure both articles focus on social, cultural and/or political factors influencing leadership in early childhood education and care (ECEC) in Australia.
  • Examples of themes:
    • Indigenous perspectives in leadership.
    • Gender and leadership roles in ECEC.
    • Policy reforms (e.g., NQF, EYLF, NQS) shaping leadership.
    • Cultural diversity and inclusive leadership.

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Tip: Check library databases (EBSCO, ERIC, ProQuest)

Step 2: Reading and Note-Taking

As you read each article, record:

  • Key arguments / thesis of each author.
  • Theoretical frameworks used (e.g., distributed leadership, critical pedagogy).
  • Methodology (qualitative, quantitative, case study, policy analysis).
  • Findings – What does the study reveal about leadership in ECEC?
  • Limitations – What gaps, biases, or weaknesses exist?

Step 3: Structuring Your Review

A 1500-word comparative critical review usually includes the following:

🔹 Introduction (150–200 words)

  • Introduce the topic (leadership in ECEC).
  • State why social, cultural, or political factors matter for ECEC leadership.
  • Introduce the two selected articles (with full references).
  • Outline your purpose: to critically compare and discuss implications for leadership practice.

🔹Article Summaries (400–500 words total)

  • Summarize Article 1: key arguments, methodology, findings, and significance.
  • Summarize Article 2: same structure as above.
  • Keep summaries concise—focus on the aspects relevant to leadership in the Australian ECEC context.

🔹 Comparative Analysis (600–650 words)

Use a thematic approach rather than discussing each article separately. Possible angles:

  • Similarities:
    • Do both articles highlight the same challenges (e.g., funding inequalities, cultural responsiveness)?
    • Do they use similar theoretical perspectives?
  • Differences:
    • Do they prioritise different factors (social vs. political)?
    • Do they use different methodologies leading to contrasting insights?
  • Critical evaluation:
    • Which article provides stronger evidence?
    • Which one better addresses the Australian ECEC context?
    • Are there gaps (e.g., limited voices, lack of practitioner perspective)?

🔹 Implications for Practice (200–250 words)

  • Reflect on what these insights mean for you as a future leader in ECEC.
  • Consider practical examples:
    • Building culturally responsive leadership.
    • Navigating policy changes.
    • Advocating for equity and social justice.
  • Show how the articles shape your own leadership philosophy.

🔹 Conclusion (100–150 words)

  • Restate your main findings from the comparison.
  • Highlight the importance of critically engaging with research.
  • Conclude with a forward-looking statement (e.g., how leaders can continue to grow in awareness of social, cultural, and political factors).

Step 4: Referencing

  • Use APA 7th edition for in-text citations and reference list.
  • Minimum: the two selected articles.
  • Stronger papers will integrate additional supporting sources (policy documents, frameworks, scholarly works).

Step 5: Writing Style Tips

  • Use academic, formal tone.
  • Avoid long descriptive summaries; focus on analysis and evaluation.
  • Use transition words for comparison: similarly, in contrast, whereas, however, on the other hand.

Checklist Before Submission

  • Have I clearly introduced both articles and their relevance?
  • Have I compared the articles thematically, not just described them?
  • Have I critically evaluated strengths, weaknesses, and gaps?
  • Have I linked the findings to leadership practice in ECEC?
  • Is my essay within the word limit (1500 ± 10%)?
  • Is referencing complete and accurate?

Resource: For more examples of comparative analysis structures, see Harvard Comparative Analysis Guide [https://genedwrites.fas.harvard.edu/tfs-tas/comparative-analysis]

Introduction

Leadership in early childhood education and care (ECEC) is shaped not only by pedagogical practices but also by the broader social, cultural, and political environments in which services operate. In Australia, leadership in ECEC has become increasingly complex, influenced by factors such as cultural diversity, Indigenous perspectives, evolving gender roles, and national policy reforms, including the National Quality Framework (NQF) and the Early Years Learning Framework (EYLF). Understanding these influences is essential, as effective leadership is a key driver of equity, quality, and inclusivity in early learning contexts.

This review critically examines two recent peer-reviewed articles that investigate leadership in Australian ECEC through different lenses. The first article explores Indigenous perspectives in leadership, while the second focuses on the impact of policy reforms on leadership practice. Both contribute valuable insights into how leadership is enacted, challenged, and reshaped within the sector. The purpose of this review is to compare and contrast the arguments, methodologies, and findings of the two studies, evaluate their strengths and limitations, and discuss their implications for leadership practice in ECEC.

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NURS-FPX4015- Assessment 5: Comprehensive Head-to-Toe Assessment

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NURS-FPX4015- Assessment 5: Comprehensive Head-to-Toe Assessment

Create a 10 to 15 minute video recording of yourself performing a head-to-toe assessment on a volunteer who will be acting like one of the patients from the scenario case studies in this course.

Introduction

Click to view the NURS-FPX4015 Course Wrap-Up Video.

As you grow as a nurse, the ability to conduct a comprehensive and precise physical assessment of a patient is paramount, serving as the foundation for all subsequent healthcare decisions. This skill is closely tied to the crucial task of formulating an accurate differential diagnosis, which guides the course of treatment and significantly impacts patient outcomes. Incorporating an understanding of pathophysiology and pharmacology not only aids in the diagnostic process but also informs the development of an effective treatment plan. Lastly, the nurse’s role extends beyond these technical aspects, encompassing the vital responsibility of communicating these findings and plans to the patient, thereby fostering a collaborative and informed approach to healthcare.

This assessment must be completed on camera. You should use Kaltura to make your recording.

If you need more information on how to create and submit your video, please refer to Using Kaltura.

Instructions

Remember, your assessment submission will not be graded if you have not completed and submitted the Comprehensive Head-to-Toe Assessment Waiver. If you have not, complete and submit the waiver for Assessment 1.

The purpose of this assessment is to allow you the opportunity to demonstrate your ability to conduct an accurate and thorough examination of a patient, which is a critical skill for nurses. Patient assessments that are either inaccurate or not thorough can lead to nursing misdiagnoses or suboptimal health outcomes for patients.

For this assessment, you will submit a video of yourself conducting a head-to-toe assessment on a volunteer based on one of the Sentinel U case studies presented in this course. Your head-to-toe assessment should include a detailed analysis of the underlying pathophysiology of the selected disease process, the expected assessment findings, and the patient’s pharmacological needs. Additionally, you should discuss nursing implications for the selected disease process, from a pathophysiology, pharmacology, and physical assessment perspective.

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Your video submission will be assessed on the following:

  • Comprehensive and Professional Assessment: Perform a comprehensive, thorough, and accurate assessment of a patient based on a selected disease process.
    • Remember, that the person standing in as your patient should be acting out one of the diagnoses from the Sentinel U case studies in the course.
    • Be careful and thorough in your assessment, make sure the camera can see what you are doing or make sure you are describing what you are doing to the patient.
  • Discussion of Diagnosis and Findings: Explain the diagnosis and findings of the physical assessment with the patient.
    • What did you find in your assessment?
    • How did the findings help you arrive at your diagnosis?
    • Are you communicating the findings to the patient in a way that provides context and helps the patient understand your findings?
  • Understanding of Pharmacological Needs: Discuss the pharmacological needs of the patient within the context of their disease process and current best practices.
    • What are the standard pharmacological treatments for the patient’s diagnosis?
    • How does the patient’s health history, other conditions, and other medications impact the decision making process related to pharmacological treatment options?
    • What other information does the patient need to know related to potential side effects or things to avoid related to any new pharmacological treatments for their condition?
  • Understanding of Pathophysiology: Explain the underlying pathophysiology of the disease process to the patient.
    • How does the disease process work in the body? Which systems does it impact?
    • How is the patient likely to feel if the disease process progresses?
    • How might symptoms of the disease process look or sound like to the patient?
  • Critical Thinking and Clinical Reasoning: Synthesize assessment findings with knowledge of the disease process, pharmacology, and pathophysiology to establish care priorities for the patient.
    • What are the care priorities for the patient?
    • How have you used your assessment findings, combined with what you know about the pharmacology and pathophysiology to arrive at these priorities?
      • What evidence-based or best-practices support these priorities?
  • Communication and Professionalism: The nurse displays professionalism and communicates clearly and effectively with the appropriate use of terminology with the patient throughout the assessment.

Additional Requirements

  • Total Length of Submission: Your video assessment must be 10 to 15 minutes in length.
  • Captions: Make sure that your Kaltura has been auto-captioned by the system before turning it in. This helps to support accessibility best practices and can help faculty more effectively assess your video.
    • Kaltura captions are automatically generated within 24 hours of you uploading the video recording to your Kaltura library. So, make sure you are not making your recording at the last minute.

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Competencies Measured

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

  • Competency 1: Explain how pathophysiology, pharmacology, and physical assessment comprise a holistic approach to nursing care.
    • Synthesize assessment findings with knowledge of the disease process, pharmacology, and pathophysiology to establish care priorities for the patient.
  • Competency 3: Educate individuals on prevention and management of health conditions, across the life span and including special populations, based on pathophysiology, pharmacology, and physical assessment knowledge.
    • Discuss the pharmacological needs of the patient within the context of their disease process and current best practices.
    • Explain the underlying pathophysiology of the disease process to the patient.
  • Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.
    • Perform a comprehensive, thorough, and accurate assessment of a patient based on a selected disease process.
    • Explain the diagnosis and findings of the physical assessment with the patient.
  • Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
    • The nurse displays professionalism and communicates clearly and effectively with the appropriate use of terminology with the patient throughout the assessment.

Introduction

A comprehensive head-to-toe assessment is one of the most critical skills in nursing practice because it forms the foundation for identifying a patient’s health status, detecting abnormalities, and guiding care decisions. This systematic examination allows nurses to evaluate all major body systems, gather baseline data, and recognize early signs of illness or complications. By integrating physical assessment findings with an understanding of pathophysiology and pharmacology, nurses are able to connect clinical observations with underlying disease processes and appropriate treatment options. Additionally, the head-to-toe assessment provides an opportunity to educate patients by explaining findings, clarifying the nature of their condition, and discussing how medications and interventions support their overall health. Through this holistic approach, nurses not only improve diagnostic accuracy but also foster collaborative, patient-centered care that leads to better outcomes.

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NURS-FPX4015- Assessment 4: Caring for Special Populations Teaching Presentation

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NURS-FPX4015- Assessment 4: Caring for Special Populations Teaching Presentation 

Create a 6–12 slide PowerPoint on a special population and their care needs. You will also make a 5–10 minute recording of you presenting your PowerPoint.

Introduction

In the ever-evolving landscape of healthcare, understanding the unique needs and experiences of special population groups is paramount. Nurses must understand the values, needs, and challenges that special populations face in obtaining equitable and quality care. As nurses, you will explore strategies for providing equitable and inclusive care for diverse populations. By delving into these topics, you will gain a deeper understanding of your crucial role in bridging cultural gaps and working towards positive health outcomes for all.

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Instructions

The purpose of this assessment is to enhance your understanding of the unique healthcare needs of special population groups and to develop your skills in providing culturally competent nursing care. You will research and present on a specific special population group, exploring their cultural values, healthcare disparities, and strategies for providing culturally sensitive care.

Choose one of the following special population groups for your presentation:

  • LGBTQ+.
  • Homeless or housing insecure individuals.
  • Incarcerated individuals.
  • Disabled veterans.
  • Racial and/or cultural minorities.

To complete your presentation, do the following:

  • Include the following elements in your PowerPoint presentation:
    • Introduction to the special population group.
    • Cultural values and beliefs relevant to healthcare.
    • Healthcare disparities faced by the special population group.
    • Strategies for providing culturally competent nursing care.
    • Case studies or personal narratives that illustrate the application of culturally competent care.
    • Resources for further learning.
    • Provide an APA formatted reference slide(s) at the end of your PowerPoint.
  • Create the script of what you will be saying in the speaker’s notes of your PowerPoint.
  • Use Kaltura to record your voice giving the presentation.
    • Consult Using Kaltura if you need additional information on how to record your presentation.
  • Your presentation should be approximately 5 to 10 minutes in length.

Your presentation will be graded using the following criteria:

  • Accuracy and depth of content: Explain the characteristics of a chosen special population group and their healthcare needs.
    • Make sure you cover relevant cultural values, beliefs, special considerations, and healthcare disparities.
      • Support your explanation with evidence from professional or other expert sources.
  • Application of culturally competent care strategies: Present concrete examples and practical strategies for providing culturally sensitive nursing care to you chosen special population.
    • Support this part of your presentation with evidence or personal experiences.
    • Make sure you are making explicit connections between the strategies and the cultural values or health disparities they are trying to address.
  • Culturally sensitive approach: Present information in a respectful and unbiased manner, recognizing the diversity within the special population group.
    • Make sure that you focus on unbiased and respectful language.
    • Ask yourself, how am I demonstrating that there is diversity within the special population group?
    • Ask yourself, how am I demonstrating the value for equitable and inclusive care for this group?
  • Effective communication and speaker’s notes: Presents information clearly and concisely, using appropriate visual aids and language. Speaker notes are clear and written in complete sentences.
    • Remember, your speaker’s notes should reflect what you are saying when you record your presentation.
  • Overall organization, adherence to presentation requirements, and APA style: Presentation is well-organized, adheres to the specified length, and follows APA style for in-text citations and reference list.
    • Remember, your presentation, once recorded should be at least 5 minutes, but no more than 10 minutes.
    • Make sure you remember to use APA style in-text citations where relevant and include an APA style reference slide at the end of your PowerPoint.

Submission Requirements

  • Length of Recorded Presentation: Your presentation must be at least 5 minutes, but not longer than 10 minutes.
  • Number of Slides: 6 to 12 slides are the approximate number of slides that should help you cover the material in sufficient depth for your presentation, while also remaining within the time limit range.
  • APA Style and Formatting: In-text citations and reference list should be in current APA style. Use any APA approved font for your PowerPoint Slides.
  • Number of references: A minimum of 5 scholarly or professional best-practice sources from the last five years.

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Competencies Measured

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

  • Competency 3: Educate individuals on prevention and management of health conditions, across the life span and including special populations, based on pathophysiology, pharmacology, and physical assessment knowledge.
    • Explain the characteristics of a chosen special population group and their healthcare needs.
    • Present concrete examples and practical strategies for providing culturally sensitive nursing care. to a chosen special population.
    • Present information in a respectful and unbiased manner, recognizing the diversity within the special population group.
  • Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
    • Present information clearly and concisely, using appropriate visual aids and language. Speaker notes are provided.
    • Presentation is well-organized, adheres to the specified length, and follows APA style for in-text citations and reference list.

Introduction

In today’s diverse healthcare environment, nurses play a pivotal role in ensuring that all individuals—regardless of their background or circumstances—have access to safe, equitable, and culturally competent care. Special population groups, such as LGBTQ+ individuals, people experiencing homelessness, incarcerated populations, disabled veterans, and racial or cultural minorities, often face unique barriers to health and wellness. These barriers may include stigma, discrimination, limited access to care, and disparities in health outcomes. By gaining a deeper understanding of these populations’ cultural values, beliefs, and healthcare challenges, nurses can provide care that is respectful, inclusive, and responsive to their needs.

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This presentation will focus on one special population group and explore their distinct healthcare needs. It will highlight relevant cultural values and beliefs, examine the disparities that impact their access to quality care, and outline evidence-based strategies for delivering culturally competent nursing interventions. Case studies or narratives will be used to illustrate how these strategies can be applied in real-world settings, while also emphasizing the importance of recognizing diversity within each population.

The purpose of this presentation is not only to enhance awareness of the unique challenges faced by special populations but also to equip nurses with practical approaches to bridge cultural gaps, foster trust, and promote positive health outcomes. By committing to equity and inclusivity in care, nurses strengthen their role as advocates for vulnerable groups and contribute to building a healthcare system that serves all individuals with dignity and compassion.

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