HAS 4140

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HAS 4140

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Description

Assignment 1: Program Evaluation, Objectives and Setting Targets

You have been asked by your supervisor to review a community health program in your current healthcare setting. If you do not have a community program available at work, you may research and use for this assignment one that you find online.

Specifically, you are to discuss the issue that the program addresses. Present and evaluate the current program objectives and targets. Your supervisor wants to know your assessment based on your current knowledge of developing program objectives and setting targets.

Required key elements (be sure to review grading rubric for scoring!):

  • Develop a 2-page max WORD format paper that includes at minimum the following:
    • Cover/Title Page
    • Executive Summary (1-2 paragraphs)
    • Discuss the Situation. What issues does the program attempt to address?
    • Identify the program’s objectives and targets.
    • Present your Assessment of the program’s objectives and targets.
    • Present your Recommendations for program improvement
    • Conclusion
    • In-text citations and references: APA style
    • Writing: standard edited American English
  • Be sure the following is evident in your paper
    • Define the health problem
    • Identify or write the Casual Theory of the Health Problem
    • Identify several of the program objectives
    • Identify several of the program targets
    • Assessment of objectives and targets

INFORMAL RESEARCH PAPER: Coping with Stress Assignment Help

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INFORMAL RESEARCH PAPER: Coping with Stress Assignment Help

Coping with stress

Mahatma Gandhi and his context

Mahatma Gandhi was born on October 2, 1869, in Porbandar India (Arundale, 2012). Following his hard work, he became a lawyer, an activist, and a nationalist leader against the British in the country. Due to his achievements, Gandhi came to be known as the father of the nation. One of his greatest attributes is his decision to lead a nonviolent protest to achieve political and social progress in the country (Arundale, 2012). Following his achievements and dedication to serving his people, Gandhi always attracted huge crowds of people who gathered to see him whenever he visited.

According to Gandhi’s life history, an individual can realize the fact that he can be considered an epitome of peace and nonviolence. An individual can also realize the different sets of stress he went through during his early years of development and during his adolescent years and the steps and experiments, he adopted to cope up with the given issues (Arundale, 2012). When Gandhi got an opportunity to visit England where he experienced loneliness, Gandhi decided to change his life by transforming his thinking.

Research on coping with stress

Stress has become part of learners’ life due to the different Internal and external expectations placed on the shoulders of these individuals. Learners are vulnerable to the issues related to academic stress as the transition occurs at both individual and social levels. It is therefore essential for one to realize the sources and impacts of academic stress and come up with effective intervention strategies. Various scholars have conducted studies to determine the causes of stress among learners and the interventions they adopt to deal with the given issues as seen below.

Pereira and Barbosa conducted a qualitative study to investigate how medical students coped with stressful situations. The study made good use of 33 of the students pursuing a medical course through which individuals were able to realize stressors that affected the students and the strategies they adopted to cope with the identified stressors (Pereira & Barbosa, 2013). The researchers adopted questionnaires as a method of data collection.

During data analysis, Pereira and Barbosa were able to identify some of the stressors that affected the students in the focus group. According to the study, lack of time, excessive class content, competition among learners, and family problems were some of the notable stressors. The study went ahead and noted some of the methods that these individuals adopted to deal with the given pressure. For instance, some of the participants noted that they adopted methods like, respecting an individual’s limits, setting priorities, avoiding comparisons as ways that learners adopted to handle the given stressors (Pereira & Barbosa, 2013). The study also made it possible for individuals to realize some of the most popular methods that the participants adopted to deal with stressors. For instance, they adopted music therapy and relaxation exercise. A person can also realize that the majority of the participants felt that the class was worth their time. As a result, they were able to incorporate new strategies that can be essential in improving life. Conclusively, the study was essential in recognizing the significance of talking about stressing issues in an individual’s life.

Yefei Wang also conducted a study to examine the impacts of emotional intelligence and self-leadership on dealing with stressful situations and analyzing the role of self-efficacy in this process (Wang & Cui, 2016). Through the study, one can realize that self-efficacy has a direct effect on active coping.

A study conducted by Ozura and Sega (2013) indicates that individuals suffering from multiple sclerosis have a significantly lower capacity of coping with stress.  Stress plays an essential role in the disruption of synapse regulation which can result in the loss of sociability with others (Ozura & Saga, 2013). According to the study, sharing an individual’s thoughts and feelings can play an essential role in dealing with stress. Building a support network of individuals who know about the illness and the difficulties faced is essential in gathering a wide range of opinions which can be critical in the healing process.

According to a study by LaRue & Herrman (2008), school emerged as the leading stressor among adolescents. According to the participants, maintaining a good grade and passing in class emerged as the leading stressors among the participants (LaRue & Herrman, 2008). The study identified the importance of having a role model to talk to during adolescence.

A study conducted by Yao, Reich & Lee (2021) sought to investigate the role of texting as a way of coping with stress among learners. According to the participants, their stress levels went down as soon as they texted their friends (Yao, Reich & Lee, 2021). The research concluded that both boys and girls can benefit from texting a friend after a stressful event.

With a thorough look at the above studies, one can realize that stress affects individuals from all walks of life. However, different individuals adopt different methods of dealing with stressful events. For instance, some can talk to their friends and role models as a way of coping with stressful events. One notable point from the above studies is that stress can interfere with the mental health of individuals and their capacity to cope with stress. In the study conducted by Ozura and Sega, individuals suffering from multiple sclerosis have a lower capacity for dealing with stress. This is an indication that mental health is very essential in dealing with stress. Also, an understanding of the above studies can make it possible for an individual to realize the effects of stress on motivation. Stress plays an essential role in reducing an individual’s motivation. According to the studies, learners who experienced pressure to perform well had poor academic results (Yao, Reich & Lee, 2021). However, through positive thinking, individuals can overcome stressful situations. When individuals live with hope, they can maintain high levels of motivation even in stressful situations. Increased excitement can also be essential in lowering stressors through an increase in mental health.

A thorough look at the above studies can help one to realize that there is no right way to cope with stress. According to the studies above, different individuals handle stressful situations differently. For instance, some opt to talk about it, text their friends while others opt to ignore the whole situation. If an approach works for one individual it does not necessarily mean it can work for another individual. People should therefore realize that no one method is inherently better or worse than the other.

What I learned about coping with stress

According to the articles on the study of coping with stress, I was able to realize the importance of effective stress management in an individual’s life. The capacity to cope up with stress makes it possible for an individual to live a happier, healthier, and more productive life. Through a thorough look at the life of Mahatma Gandhi, I was able to realize the different methods of coping with stress. For instance, I was able to learn the essential role that meditation plays in relieving stress (Yao, Reich & Lee, 2021). Also, I was able to realize that mindfulness mediation can be essential in reducing insomnia among individuals. Through mindfulness meditation, individuals can reduce total wake time and pre-sleep arousal.

Additionally, I was able to learn the essential role that patience plays in relieving stress among individuals. There exist different types of patience ranging from interpersonal stress to life hardship stress. Following the study, I realized that Gandhi made good use of the two types of patience to overcome the stressful events he was experiencing in his life (Yao, Reich & Lee, 2021). Stress management played an essential role in helping him focus on the most important things in life as opposed to events that were dragging him behind. Eventually, he was able to achieve much and left a legacy that makes individuals not only in the contemporary Indian society remember him but also other individuals from different parts of the world.

Following the life history of Gandhi, I was able to realize the role that spirituality played in his success.  According to him, there existed a supreme power that is beyond human understanding and pervades everything. One can also realize that he believed he could not live without God. However, one notable thing in his spirituality is the fact that he held the belief that there is no religion higher than the truth (Ozura & Saga, 2013). This is a clear indication that he respected all the other religions even those that were different from his. Such an understanding was essential in helping him overcome stressful events and especially those brought up by the foreign government.

Conclusively, a notable lesson I learned is the importance of dealing with anger to avoid stress. However, I was able to realize that anger is essential in an individual’s life as it moves individuals to action. To deal with anger, it is essential for individuals to identify what makes them angry and deal with the anger triggers. One can therefore avoid people or situations that make them angry through which they can avoid stress in life. Individuals can also focus on what makes them happy and focus on more important things like getting quality sleep which can reduce tension.

References

Arundale, G. S. (2012). The Essence of Gandhiji. Mahatma Gandhi Essays and Reflections. Jaico Publishers, 39-40.

Kazmi, S. S. H. (2019). Gandhian Way of Resilience and Wellbeing. Available at SSRN 3493087.

LaRue, D. E., & Herrman, J. W. (2008). Adolescent stress through the eyes of high-risk teens. Pediatric nursing, 34(5).

Ožura, A., & Šega, S. (2013). Profile of depression, experienced distress and capacity for coping with stress in multiple sclerosis patients—A different perspective. Clinical neurology and neurosurgery, 115, S12-S16.

Pereira, M. A. D., & Barbosa, M. A. (2013). Teaching strategies for coping with stress–the perceptions of medical students. BMC medical education, 13(1), 1-7.

Wang, Y., Xie, G., & Cui, X. (2016). Effects of emotional intelligence and self-leadership on students’ coping with stress. Social Behavior and Personality: an international journal, 44(5), 853-864.

Yau, J. C., Reich, S. M., & Lee, T. Y. (2021). Coping with stress through texting: an experimental study. Journal of Adolescent Health, 68(3), 565-571.

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INFORMAL RESEARCH PAPER

This informal application paper (1500 words) is designed to provide you with the opportunity to apply ideas regarding stress/change and coping, that we are discussing in the course, to a relevant individual of your choice. Also, in order for you to deepen your understanding of coping and to give you beginning practice with APA documentation, you must include information from seven sources. Five of the sources must be scholarly sources and three must be academic articles. Additional scholarly sources can be scholarly books or book chapters or scholarly websites. (The textbook cannot be used for these three sources.) The scholarly articles are most likely used in the second section of the paper. The remaining sources can be non-scholarly.

NOTE: YOU WILL ONLY EARN A GRADE OF A IF YOU USE THE REQUIRED NUMBER OF SCHOLARLY RESOURCES.

Research Paper: Assignment Directions

Specific Directions

Choose an individual (from a book, movie, or play, or you can write about a living or deceased person about whom there is public written and/or oral and/or visual information). If you wish to write about a person for whom there is no public information, you must get permission from me and talk with me about how the situation should be approached.

Use the following 3 headings.

“Jane Smith” and his/her Context (4.0/25)

Briefly describe your person and his or her context (approximately 250 words). This is a

brief summary. This is likely where your non-scholarly sources will be used.

How “Jane Smith” Coped (16/25)

Analyze how a person copes with stress by referring to the research you collected. (approximately 900 words). Tell me about the study, the hypothesis and the conclusions the authors arrived at in their research. Compare and contrast the various sources. Include at least one idea from each of the 5 scholarly references.

Be careful the second section is about the research and use caution to not continue to describe who the subject is.

Cite all the sources within your paper and put them on a references page using APA documentation.

This is not a time to discuss your person. The focus is on the research and how it applies to the general population.

What I Learned about Coping (5/25)

Discuss what you learned about coping from doing this paper. Personal information should be shared with caution and yet the reflection should be personal. Be as specific as possible (approximately 350 words) and use “I”.

Within each heading, use as many paragraphs as you need to communicate clearly

All sources shall be no older than 10 years old. Some references are classics so please check with me if you want to use something older than ten years old.

Grading is based on your doing the following

– Expressing ideas clearly, using complete sentences, excellent organization and proper grammar and spelling

– Incorporating at least one important idea from each of the five scholarly sources regarding the individual’s method of coping with their circumstances.

-Ensure the sources work cohesively with one another to help the reader understand the person’s method of coping

-Adequate depth in the coping section as opposed to many ideas.

– Citing the seven sources in the paper and making a references list for them using APA format.

– Using “I” to express ideas to express your ideas and to talk about yourself in the third section only.

– Including the total word count on the front of the paper and the word count following each section

– Staying within the stipulated word ranges for the three parts of the assignment

– Submitting the assignment by the due date

Resources:

-The Library Work Session should help you to identify scholarly and non-scholarly resources, help you understand APA format and how to cite your additional references in your paper and to make your reference list

– The Application Paper Brief Conversations near the end of the course should further help you to clarify concepts

Examples of Movies

– Shake Hands with the Devil (2004)

– Gandhi (1982)

– Erin Brockovich (2000)

– Precious (2009)

Examples of People

– Romeo Dallaire

– Winston Churchill

– Gandhi

Sexual History

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Sexual History

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Completing the provided questionnaire, was filled with mixed feelings and self-examination. Some questions were elementary to answer, but others were highly challenging, and this provoked me to think harder about some aspects of my life and some of the encounters that I hadn’t initially thought through in the past. Therefore, this questionnaire was essential and very insightful.

The question that required me to look deeply into how my family is made up and understand how affection or lack of it was expressed in my childhood at home was a very intricate journey. It was easy for me to realize that in my family, we were encouraged to restrained from showing certain emotions. This reflection exhibited how those childhood encounters have significantly shaped how I express emotions and my approach to intimacy in middle age.

The questions that were based on sexual education and adolescence were thought-provoking. With the help of those questions, I realized that just like many people would confess, I received inadequate comprehensive sexual education. These questions highlighted the significance of providing comprehensive sexual education to future generations.

Addressing my early encounters with sex, the questions made me realize that I was not prepared enough and, therefore, some facets were marked by confusion. This helped me to understand and appreciate the importance of having open communication and enough education on matters to deal with, especially among young people. The questionnaire emphasized the need for better communication in my relationship. I am aware of my weakness to keep some desires and likes hidden. This exercise clearly shows that to foster more intimacy, there is a need to embrace open communication with my partner, and this will help us build trust with each other in our relationship. And this is a step I’m very dedicated to taking to develop our connection. Moreover, this questionnaire emphasized the importance of sexual health and safety. I understood the significance of being informed about contraception, preventing STI contraception and the practices one should embrace to ensure sexual health and safety.

In summary, completing a sexual history questionnaire is both a challenging and educational experience. This encourages me to confront and address areas of personal growth and improvement, promoting a deeper understanding of myself and the dynamics of my relationships.

Sexual History

Paper details

Module 12: Sexual History Journal Rationale: This assignment will help you understand yourself (and maybe your partner) better.     Instructions: Begin by completing the Sexual History Handout.docx, Download Sexual History Handout.docx, which is similar to the kind of questionnaire you might fill out if you sought sex therapy.  It may even be useful to write your responses in a journal or use this as a way of opening up a discussion with your partner—each of you taking turns answering the various questions, starting with the less personal ones and building intimacy as trust grows. You will not be submitting your answers to the questionnaire. Instead, what you will be asked to submit is a written summary of your experience answering the questions. How hard or easy this was to complete? What did you learn about yourself? What steps might you take to deal with any problems you have been having?

Handout 14.3: Sexual History

The following is an example of a questionnaire you might fill out if you sought sex therapy. They can be used to help you understand yourself better even if you do not need or desire therapy. It may even be useful to write your responses in a journal or use this as a way of opening up a discussion with your partner—each of you taking turns answering the various questions, starting with the less personal ones and building intimacy as trust grows.

 

  1. Describe the makeup of the family you grew up in: number of parents, brothers, sisters, stepfamily members, and parents’ occupations. Who was closest to whom in the family? Who was your greatest confidante?

 

  1. How did your parents show affection to their children? How did you and your siblings show affection? Were there any emotions that were not allowed to be expressed?

 

  1. How were arguments resolved in the family—between parents, between siblings, between parents and children? Was there any physical abuse? (If so, or if this is difficult for you to think about, you might want to consider talking to a counselor on campus.)

 

  1. How would you describe your parents’ marriage (or relationship)? Frequent arguments? Signs of affection? Shared interests and activities? Individual interests and activities?

 

  1. How and from whom did you first learn about sex? How do you feel now about what you learned?

 

  1. Did you masturbate as a child? Was this an acceptable activity in the family? How did you know?

 

  1. When did you first begin to notice puberty changes in your body? Were you prepared for them? What was your reaction?

 

  1. (Females): How did you first learn about menstruation? When did you have your first period? How did you feel about it?

 

  1. (Males): How did you first learn about erections and nocturnal emissions? When did you have your first erection and nocturnal emission? How did you feel about it? Were there instances of uncontrolled erections? How do you feel about those now?

 

  1. Did any upsetting sexual experiences happen to you as a child? To your siblings? If so, did you tell anyone? What was the reaction? If this is still difficult to think about you might want to consider talking to a counselor on campus.

 

 

 

  1. When did you first start to date? What were your first dates like? When did you begin sexual touching or sexual play during dates?

 

  1. Have you had sexual intercourse yet? If so, what was your first experience like? Did you know what you were doing, or what to expect? Were you orgasmic? How did you feel about it afterward? How do you feel about it now? If not, how do you feel about having waited?

 

  1. Have you ever had pain during sexual intercourse or other sexual activities? Have you ever had any difficulty getting or maintaining your arousal? Who would you talk to if you had these problems?

 

  1. How do you feel about being touched in a nonsexual way? In a sexual way? What parts of your body are most sensitive to touch? Least sensitive to (or irritated by) touch? Do you like to touch yourself? Your sexual partner?

 

  1. What kind of fantasies do you experience? How do you feel about having fantasies? Have you ever shared them with anyone? What was their reaction? Do your fantasies ever concern you? Do you completely lack fantasies? Is this a problem?

 

  1. What emotions do you experience during sexual activity? Any anger or sadness?

 

  1. Have you ever had any same-sex sexual fantasies or sexual contact? What are your feelings about these thoughts or experiences?

 

  1. Describe yourself as a sexual person. How important is sex to you? How important is affection? How important is commitment in a relationship?

 

  1. Describe your ideal partner. How does this compare to the relationship you are in now (if you are in one)? What aspects would you want to change, and do you think this is possible?

 

  1. Can you discuss sex and sexuality with others? Your partner? Can you ask for what you like and tell your partner what you dislike?

 

  1. Do you use contraceptive methods effectively? What about STI prevention? Do you know the symptoms for STIs and what to do about them? Do you know how to recognize STIs in your partner? Can you discuss STIs with your partner?

Chemistry of Love

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Chemistry of Love

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The Kwakiutl Tribe Poem

This poem exhibits profound emotional and physical dimensions that are essential when one experiences love. This poem clearly explains the deep importance of love, Illustrating the capacity of love to stimulate a sense of unity and togetherness with the universe. At the same time, love has both empowering and unfavorable impacts on individuals (Reichel, 2021). This poem originates from a specific cultural background, and it contains a traditional point of view. Nevertheless, its importance transcends all cultural boundaries, mainly because it carries deep emotions well interconnected with the love encounters.

Relationship Between Kwakiutl tribe poem and Dr. Fisher’s research.

There is a great similarity between the poem and the research conducted by Dr. Fisher on the neurobiology foundations of love. Her study aimed to obtain a clear understanding of the neurobiological mechanisms underlying love and the impact that love exhibits on human behaviors and feelings. The poem brings to our attention the notion that love comprises both emotional characteristics and physical and brain-based roots; all three are interconnected (Fischer et al., 2022). The idea explains clearly that love is not only a result of societal expectations. However, it has its roots in the biological makeup and the cultural influences we are exposed to. This idea aligns with Dr. Fisher’s sentiments, who talked about love as a phenomenon that originates from the mind.

Contribution to our understanding of love

Her research has a very great impact on our understanding of love as well as the intricacies that  are found in interpersonal relationships. Dr. Fisher explains the neurobiological foundations as the basis for the profound joy experienced during the early stages of romantic relationships, and this is a result of neurotransmitters such as oxytocin and Dopamine (Chormai et al., 2022). Those described as “love addicts” in this exercise are an example of someone who may be obsessed with the feelings of pleasure associated with this emotional state. This may motivate these people to seek out many temporary connections actively. The author’s research contributes to our knowledge of the factors that lead to the helplessness of individuals to engage in such behaviors, helping us to prevent people from engaging in those actions.

Using knowledge to help sustain relationships

After the initial excitement of love, knowing the physiological mechanisms of love might help you build long-term partnerships. Even after the first surge of neurochemicals like dopamine and oxytocin, which promote excitement and bonding, wears off, the relationship may strengthen and last. These molecules promote happiness and bonding. If a couple understands this after the honeymoon, they may be better prepared for the challenges ahead. Fischer et al. (2022) say honest, open communication is key to a long friendship. Couples know their early excitement may fade, but their love may mature and last longer. Understanding how the brain creates love can also strengthen relationships. Knowing that our brains were intended to form connections boosts the likelihood of maintaining them. This is because their minds work best in groups. New experiences and acts between romantically interested people may release dopamine. This keeps us connected. Chormai et al. (2022) found that couples with relationship challenges may seek therapy or counseling to enhance their relationship.

Conclusion

In conclusion, Dr. Helen Fisher’s study in the neurobiology of love has significantly contributed to expanding our understanding of the neurological basis of love and the relationship between love and cultural expressions, such as Kwakiutl’s poetry. By prioritizing excellent communication, steadfast dedication, the introduction of creative components, and seeking professional help when necessary, the application of this strategy has the potential to increase the lifespan of relationships beyond the first stage of romantic attachment. This can be accomplished by increasing the likelihood that the couple will remain romantically attached.

References

Chormai, P., Pu, Y., Hu, H., Fisher, S. E., Francks, C., & Kong, X. (2022). Machine learning of large-scale multimodal brain imaging data reveals neural correlates of hand preference. NeuroImage, 262, 119534. https://doi.org/10.1016/j.neuroimage.2022.119534

Fischer, S., Schumacher, S., & Daniels, J. (2022). Neurobiological changes in posttraumatic stress disorder and their reversibility by psychotherapy. Zeitschrift für Klinische Psychologie und Psychotherapie, 51(2), 77-86. https://doi.org/10.1026/1616-3443/a000650

Reichel, A. E. (2021). On the poetry of a Boasian cultural anthropologist: Ruth Benedict’s Palimpsestuous writings. Palimpsests in Ethnic and Postcolonial Literature and Culture, 171-190. https://doi.org/10.1007/978-3-030-64586-1_9

Chemistry of Love

Paper details

Rationale: This assignment encourages students to think about the chemical processes that underlay romantic relationships.     Instructions: Begin by thinking about people who could be termed love junkies—people who appear to be addicted to intense, short-lived relationships. What are they like? How do they behave in relationships or toward sexual partners? Review the information in the text about the \”Chemistry of Love\”, which describes the role of neurotransmitters, oxytocin, and dopamine in creating the intense “high” of early love relationships. Then watch the video of Helen Fisher’s TED talk on the neurobiology of love below. Finally, write a response addressing the following prompts:    What did you think of the poem she read from the Kwakiutl tribe? Does it ring true to you? How does the poem relate to Dr. Fisher’s research on the neurobiology of love?  How does her research add to our understanding of both love and what happens when love goes poorly?  How can people use what we know about the chemistry of love to help relationships last when the initial high subsidies?

Policy brief on Ebola Outbreak

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Policy brief on Ebola Outbreak

Select a public health issue and write 1,000 word policy brief that provides a brief summary of the issue, options to solve the issue, and the best way to solve this issue. 

EBOLA OUTBREAK (Topic Selected). 

Follow this outline when writing the policy brief:

  1. Identify issue.
  2. Background information – (a) Population effected; (b) Local, state or national level; and (c) Evidence  about the issues supported by resources
  3. Problem statement.
  4. Suggestions for addressing the   issue (solutions) – (a) Including necessary stakeholders (government   officials, administrator); and (b) Include budget or funding   considerations, if applicable
  5. Impact on the Health Care      Delivery System

Include three peer-reviewed sources and two other sources to support the policy brief.

MINIMUM OF 4 REFERENCES, CAN YOU PLEASE USE THIS WEBSITE AS ONE OF THE REFERENCE (https://www.apha.org/topics-and-issues)

NO PLAGIARISM PLEASE. APA FORMAT REQUIRED

he 2013–2016 epidemic of Ebola virus disease, centered in Western Africa, was the most widespread outbreak of the disease in history. It caused major loss of life and socioeconomic disruption in the region, mainly in Guinea, Liberia and Sierra Leone. The first

Policy brief on Ebola Outbreak

cases were recorded in Guinea in December 2013; later, the disease spread to neighbouring Liberia and Sierra Leone,[12] with minor outbreaks occurring in Nigeria and Mali.[13][14] Secondary infections of medical workers occurred in the United States and Spain.[15][16] In addition, isolated cases were recorded in Senegal,[17] the United Kingdom and Italy.[18][19] The number of cases peaked in October 2014 and then began to decline gradually, following the commitment of substantial international resources.

It caused significant mortality, with a considerable case fatality rate.[12][18][20][note 1] By the end of the epidemic, 28,616 people had been infected; of these, 11,310 had died, for a case-fatality rate of 40%.[21] As of 8 May 2016, the World Health Organization (WHO) and respective governments reported a total of 28,646 suspected cases and 11,323 deaths[22] (39.5%), though the WHO believes that this substantially understates the magnitude of the outbreak.[23][24

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On 8 August 2014, a Public Health Emergency of International Concern was declared[25] and on 29 March 2016, the WHO terminated the Public Health Emergency of International Concern status of the outbreak.[26][27][28] Subsequent flare-ups occurred; the epidemic was finally declared over on 9 June 2016, 42 days after the last case tested negative on 28 April 2016 in Monrovia.[29]

The outbreak left about 17,000 survivors of the disease, many of whom report post-recovery symptoms termed post-Ebola syndrome, often severe enough to require medical care for months or even years. An additional cause for concern is the apparent ability of the virus to “hide” in a recovered survivor’s body for an extended period of time and then become active months or years later, either in the same individual or in a sexual partner.[30] In December 2016, the WHO announced that a two-year trial of the rVSV-ZEBOV vaccine appeared to offer protection from the variant of EBOV responsible for the Western Africa outbreak. The vaccine is considered to be effective and is the only prophylactic which offers protection; hence, 300,000 doses have been stockpiled.[31][32] rVSV-ZEBOV received regulatory approval in 2019.

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

Carol Dweck Growth Mindset Essay: Fixed vs Incremental Intelligence

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Carol Dweck Growth Mindset Essay: Fixed vs Incremental Intelligence

Regardless of how individuals may feel, they are responsible for their intelligence. The more an individual is motivated, the smarter they can become. An increase in knowledge through additional research can increase the level of intelligence an individual has, which indicates that intelligence is not fixed but is gained and grown through hard work.

The intelligence quotient of any individual can certainly be increased. The intelligence level that individuals are born with does not dictate their intelligence. The environments that individuals are born and live in, the schools they attend, their working environments, and the accessibility to healthcare services play a significant role in the advancement of intelligence levels in individuals (Dupeyrat and Claudette 49). Individuals who interact with people of high integrity are more likely to increase their levels of intelligence compared to individuals who interact with people with low intelligence levels.

Individuals who also possess a growth mindset also have a higher chance of increasing their intelligence. A growth mindset involves individuals believing that they can improve their intelligence. This goes contrary to the fixed mindset, where individuals believe that knowledge, talent, and potential are fixed (Dupeyrat and Claudette 49). There is real power in understanding that people can always keep learning, improving, and mastering new skills.  Individuals, and especially students who have a growth mindset tend to perform better in school and other co-curricular compared to those with a fixed mindset.  According to psychologist Carol Dweck, students who were labeled smart learned they could succeed without working hard and avoided having to apply themselves. But using a growth mindset to areas that you are passionate about, will supercharge your ability to manage.

Individuals who have the desire to discover new things have a higher likelihood of increasing their intelligence.  Fluid intelligence is the aptitude to study additional material, store it in the working memory, and make good use of it for upcoming problem-solving. It is incredibly vital to our everyday work and potential, and not until recently was fluid intelligence considered variable. It is actually trainable, and many workplaces are implementing activities to increase fluid intelligence–and therefore success and performance–in workers. Besides, individuals who frequently engages in meditation are likely to increase their intelligence (Robins and Jennifer 325).  In individuals’ everyday life, they incline to use some parts of their common sense more than others, generating a disparity. Meditation helps to reverse this by establishing the networks between all areas of the brain, creating an environment for better creative thinking, problem-solving, memory, and more. Meditation also upsurges brain size and pushes people into optimal breakthrough patterns–causing an essential increase in intelligence quotient.

Educators can use this knowledge in their classrooms to increase the expertise and levels of intelligence among their students. They can encourage meditation among their students through which the students will be able to create an equilibrium in their brains. As a result, their level of critical thinking and problem-solving will significantly increase, which will lead to an improvement in academic performance and an increase in intelligence levels (Robins and Jennifer 325). Encouraging students to have a growth mindset will also play an essential role in the academic performance of students. The educators should therefore encourage their students to keep on trying new things. Besides, those who do not seem to be doing well in class should not be seen as failures but should be encouraged to keep on trying until they make it. A sense of confidence will therefore be instilled in them through which their level of intelligence will increase and improve their academic performance.

Works cited

Dupeyrat, Caroline, and Claudette Mariné. “Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults.” Contemporary educational psychology 30.1 (2005): 43-59

Robins, Richard W., and Jennifer L. Pals. “Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change.” Self and identity 1.4 (2002): 313-336.

YouTube, www.youtube.com/watch?v=hiiEeMN7vbQ&feature=youtu.be.

 

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Paper details
Please read research on the WWW concerning the entity theory of intelligence and the incremental theory of
intelligence. Then, watch the YouTube video titled Teaching a Growth Mindset-Carol Dweck.

Your task is to weigh the evidence of what you read and watch. Do we have a fixed quantity of ability that is
present at birth? Or can intelligence increase when we work hard to understand? Do you think you have a
fixed or growth mindset? How can educators utilize this research in their classrooms. Include links to two
scholarly articles that relate to this research topic by Carol Dweck. Your post needs to be at least 450 words.
Ensure you reference your sources when you utilize them within the post and provide a works cited at the end
of the post. Please do this so you can receive credit for your post!
Preferred language style US English

 

South University Online Networking Opportunities Discussion

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South University Online Networking Opportunities Discussion

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Description

Networking Opportunities

In this module, you begin laying the foundation for your academic and professional success. Your efforts begin with a vision that includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone.

Walden University and the School of Nursing (SON) also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other member of the professional community can also help you to clarify your vision.

This Module’s Discussion asks you to consider how the Walden mission and vision as well as the SON’s mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams who can help you along the way as you begin designing the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success.

To Prepare:

  • Review the Walden and SON mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this Module’s Learning Resources.
  • Reflect on your professional and academic goals as they relate to your program/specialization.
  • Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner.
  • Also consider academic and professional individuals and teams with whom you may collaborate in support of your efforts as a student at the university and as a professional within your organization and career.

BY DAY 3 OF WEEK 1

Post a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN Program Outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner.

Then, post a draft of Part 1 of your Academic Success and Professional Development Plan Template, indicating at least two academic and at least two professional individuals or teams with whom you wish to collaborate to be successful in your MSN program and as a practicing nurse along with an explanation for your selections.

Nursing Research

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Nursing Research

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Nursing Research

Objective Reflection

As part of the class objectives, we would like for each student to write a small reflection paragraph and post it on this forum in answering what you have learned from this class, where the objectives that you had for the class met and how do you anticipate to use research.

—————————————————————————————————————————————————————–

Course description: This course examines the relationship of research and practice and the use of data as a basis for decision making. Various approaches to the research process are explored. Ethical considerations in research are presented.

Learning Outcomes:

Upon successful completion of this class, the MSN student will be able to gain understanding of essential steps of the planning phase to conduct a research study: topic selection, literature review, relationship between theory and research, and the developmental stages of theory (AACN Essentials I, II, IV, V, VI, and VIII).
Upon successful completion of this course, the MSN student will be able to understand the necessary steps to conduct a nursing research: study design, type of study, research ethics, data collection, data analysis, implementation, and interpretation phase (AACN Essentials I, II, IV, V, VI, and VIII).
Upon successful completion of this course, the MSN student will be able to demonstrate the ability to use the complex steps of the reporting phase: presenting research findings, preparing research proposals, publishing results, and using evidence-based practice (AACN Essentials I, II, IV, V, VI, and VIII).

Objectives
The student will be able to identify research topics, review the literature, and interpret the developmental stages of theories (Descriptive/Explanatory/Predictive), and use a selected research article to test a theory as related to nursing practice.
The student will be able to demonstrate understanding of the planning phase of nursing research using the concept tree to address issues related to theory and research.
ObjectivesThe student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice.
The student will be able to distinguish type of studies (Qualitative/Quantitative/Experimental/Descriptive/Epidemiological/ and Longitudinal) by interpreting scholarly articles.
ObjectivesThe student will be able to demonstrate knowledge of the reporting phase of nursing research by preparing a research proposal using a poster or a virtual presentation.
The student will be able to conduct an individual research by writing a paper based on a research proposal reflecting evidence-based nursing practice.
Essential I: Background for Practice from Sciences and Humanities o Recognizes that the master’s-prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.
• Essential II: Organizational and Systems Leadership o Recognizes that organizational and systems leadership are critical to the promotion of high quality and safe patient care. Leadership skills are needed that emphasize ethical and critical decision making, effective working relationships, and a systems-perspective.
• Essential III: Quality Improvement and Safety o Recognizes that a master’s-prepared nurse must be articulate in the methods, tools, performance measures, and standards related to quality, as well as prepared to apply quality principles within an organization.
• Essential IV: Translating and Integrating Scholarship into Practice o Recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results.
• Essential V: Informatics and Healthcare Technologies 5 o Recognizes that the master’s-prepared nurse uses patient-care technologies to deliver and enhance care and uses communication technologies to integrate and coordinate care.
• Essential VI: Health Policy and Advocacy o Recognizes that the master’s-prepared nurse is able to intervene at the system level through the policy development process and to employ advocacy strategies to influence health and health care.
• Essential VII: Interprofessional Collaboration for Improving Patient and Population Health Outcomes o Recognizes that the master’s-prepared nurse, as a member and leader of interprofessional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care.
• Essential VIII: Clinical Prevention and Population Health for Improving Health o Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.
• Essential IX: Master’s-Level Nursing Practice o Recognizes that nursing practice, at the master’s level, is broadly defined as any form of nursing intervention that influences healthcare outcomes for individuals, populations, or systems. Master’s-level nursing graduates must have an advanced level of understanding of nursing and relevant sciences as well as the ability to integrate this knowledge into practice. . Nursing practice interventions include both direct and indirect care components.

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.

Discussion: Nursing Research
Discussion: Nursing Research

Discussion: Nursing ResearchADDITIONAL 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.

Discussion: Nursing Research

Oswego Outbreak Investigation

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Oswego Outbreak Investigation

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Oswego Outbreak Investigation

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Description

Read the “Oswego Outbreak Investigation,” located in the Topic Materials.

Part 1

Complete the following:

Using the line listing in the Excel “Oswego Line Listing Workbook,” calculate the attack rate ratios for each food item using the table in the Excel “Oswego Attack Rate Table.” Create a separate 2×2 table for the food item you think is responsible for the outbreak and interpret the attack rate ratio for this food item. Refer to the “Creating a 2×2 Contingency Table” resource for guidance.

Using the line listing in Excel “Oswego Line Listing Workbook,” construct an epidemic curve by the time of onset of illness. What does this curve tell you regarding the average incubation period, source, and transmission?

Using the incubation range and clinical symptoms, identify potential infectious agents that could be responsible for the outbreak (refer to the Topic Material, “Compendium of Acute Foodborne and Waterborne Diseases”). Discuss your rationale.

Part 2

In a 500-750 word paper, evaluate the situation and present your findings. Including the following:

  • Does this case meet the definition of an “outbreak?” Why or why not?
  • Identify the steps required to investigate an outbreak. How did these steps help in investigating the Oswego event? Include the relevant information needed for each step to be successful.
  • Discuss the possible routes of transmission for the expected agent.

Based on this information, what control measures would you recommend? State whether they are primary, secondary, or tertiary prevention strategies.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

  • PLEASE make sure APA citation and permalink for articles are complete and correct.
  • PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.
  • Read Chapters 3-5 and 18 in Gordis Epidemiology.

URL:

Use the “Compendium of Acute Foodborne and Waterborne Diseases,” located on the Centers for Disease Control and Prevention (CDC) website, to assist in completing the Oswego Outbreak Case History assignment.

URL:

View “How to Create an Epidemic Curve,” by Martin (2016), located on the YouTube website.

URL:

View “Know How to Interpret an Epidemic Curve?” by Martin (2017), located on the YouTube website.

URL:

Read “Two by Two Tables,” by Sullivan, Dean, and Pezzullo, from OpenEpi: Open Source Epidemiologic Statistics for Public Health (2013), located on the OpenEpi website.

URL:

Read “Goodness of Measurement: Reliability and Validity,” by Bajpai and Bajpai, from International Journal of Medical Science and Public Health (2014).

URL:

Read “CDC 24-7 Fact of the Week,” located on the Centers for Disease Control and Prevention (CDC) website.

URL:

NURS-FPX4005: Interview and Interdisciplinary Issue Identification

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NURS-FPX4005: Interview and Interdisciplinary Issue Identification

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NURS-FPX4005: 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.

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.