Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation.

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Power Point Presentation

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Introduction
Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

References
Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation
For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Instructions
Complete the following:

Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PRESENTATION FORMAT AND LENGTH
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

Title slide:
Health promotion plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Be sure to apply correct APA formatting to your references.
The following resources will help you create and deliver an effective presentation:

Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
SUPPORTING EVIDENCE
Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

GRADED REQUIREMENTS
The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Present your health promotion plan to your hypothetical audience.
Tailor the presentation to the needs of your hypothetical audience.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
Which aspects of the session would you change?
How might those changes improve future outcomes?
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Additional Requirements
Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

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

Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Present a health promotion plan to a hypothetical individual or a group within a community.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

What is the importance of proper medication administration?

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Medication administration 

What is the importance of proper medication administration?

Instructions:

  • Minimum 5-page research peer-reviewed paper
  • Minimum 2 peer-reviewed sources
  • APA 7th edition format
  • Title Page
  • Reference Page

 

List three nonmodifiable characteristics, as well as three modifiable characteristics that impact risk for workplace injury or illness to the host?

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DISCUSSION ESSAY

1. List three nonmodifiable characteristics, as well as three modifiable characteristics that impact risk for workplace injury or illness to the host?

2.Second, briefly discuss workplace violence in healthcare. What type of workplace hazard (agent) does work place violence fall under (biologic, chemical, physical, or psychosocial)?

3.Last, discuss some strategies to manage work place violence.

 

Discuss how leaders who practice servant leadership and have a strong understanding of their personal leadership traits can successfully lead others and navigate the unique challenges that are part of nursing and health care. Provide two examples that illustrate your main ideas.

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Leadership Styles and Nursing

This is a Collaborative Learning Community (CLC) assignment.

The purpose of this assignment is to assess leadership styles, traits, and practices as a nursing professional, establish the importance of effective interprofessional communication as a leader in nursing, and to explore the role of servant leadership in nursing practice.

Read the study materials on leadership and complete the topic quiz activities to better understand your leadership qualities.

Upon completion, summarize and share with your group what you learned about your specific leadership qualities, so you can become familiar with how you are similar and different from your peers when it comes to being a leader.

As a group, review the study materials related to servant leadership. Using what you have learned about the tenets of servant leadership and traits and practices of successful leaders, create a 3-4slide PowerPoint presentation with speaker notes. Add an additional slide for references at the end of your presentation.

1.Each group member: Create a slide that summarizes your leadership style, traits, and practices.
2.Compare the personal leadership styles, traits, and qualities of your group members, including commonalities between group members’ strengths and weaknesses.

3. Discuss how leaders who practice servant leadership and have a strong understanding of their personal leadership traits can successfully lead others and navigate the unique challenges that are part of nursing and health care. Provide two examples that illustrate your main ideas.

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Refer to the resource, “Creating Effective PowerPoint Present

 

Leadeship link

  • https://www.nursingtimes.net/clinical-archive/leadership/good-leadership-in-nursing-what-is-the-most-effective-approach-17-07-2017/
  • https://web-s-ebscohost-com.lopes.idm.oclc.org/ehost/detail/detail?vid=0&sid=2d1bc9d0-8edd-4b17-a95e-5c35b5c97a72%40redis&bdata=JnNpdGU9ZWhvc3Qtb
  • https://www.aonl.org/resources/thought-leaders

Imagine that a child is having tantrums and the parents are arguing between themselves about who is to blame. Which conditioning intervention would you use and what reinforcement intervention would you use and why?

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DISCUSSION ESSAY

DQ 1

Imagine that a child is having tantrums and the parents are arguing between themselves about who is to blame. Which conditioning intervention would you use and what reinforcement intervention (and timing) would you use and why?

DQ 2

How are solution-based therapies different from Cognitive-behavioral strategies? How are they the same? Give an example of when you would use each.

  • Each response must be a minimum of 200 – 300 words in length must have at least one scholary reference with each question.

 

Discuss what details the patient provided regarding their chief complaints, History of present illness, medication, Psychotherapy or previous psychiatric diagnosis, pertinent history and/or ROS, and symptomology to derive your differential diagnosis. What was the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

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Comprehensive Psychiatric Evaluation Note

Assignment Instructions:
(1) Select a group patient for whom you conducted Psychotherapy for a MOOD DISORDER.

(2) Create a Comprehensive Psychiatric Evaluation Note on this patient using the template provided. There is also a completed template provided as an exemplar and guide.

(3) Include Five scholarly resources to support your assessment and diagnostic reasoning.

(4) SUBJECTIVE: Discuss what details the patient provided regarding their chief complaints, History of present illness, medication, Psychotherapy or previous psychiatric diagnosis, pertinent history and/or ROS, and symptomology to derive your differential diagnosis. What was the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

(5) OBSERVATION: What observation did you make during the psychiatric assessment.? Document accurately document the patient’s physical exam of system pertinent to chief complaints, HPI, and history. Diagnostic results, including labs, imaging, or other assessment needed to develop the differential diagnoses.

(6) ASSESSMENT: Discuss the patient’s mental status examination results. What were your differential diagnoses? (a) Provide a minimum of three possible diagnoses in order of highest to lowest priority and explain why you choose them. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with DSM-5-TR diagnostic criteria and is supported by the patient’s symptoms.

(7) TREATMENT PLAN: Describe your treatment modality and your plan for psychotherapy. Explain the principles of psychotherapy that underlines your chosen treatment plan to support your rationale for the chosen psychotherapy framework. What were your follow-up plan and parameters? What referrals would you make or recommend as a result of this psychotherapy session?

(8) REFLECTION NOTES: What would you do differently in a similar patient evaluation? What are one health promotion activity and one patient education considerations for this patient for improving health disparities and inequities in the realm of psychiatry and mental health? Demonstrate your critical thinking.

Identify one aspect of big data and data mining that is interesting to you. Explain the concept and how it might bring value to healthcare.

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Data-Based Changes

Write an word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) scholarly citations using APA citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

. Identify one aspect of big data and data mining that is interesting to you. Explain the concept and how it might bring value to healthcare.
. Describe the concept of continuity planning. If you were the director or manager for your current workplace, describe the preparedness program you would recommend.
. Locate an article discussing the use of informatics in the healthcare education of the general public or of nursing students. Discuss the benefits and drawbacks to using technology in this situation and recommendations from the author. Do you feel this use of technology is a viable method of educating (the public or nursing students)? Why or why not?

Identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. Analyze this research to compare research methodologies employed.

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Evidence-Based Project, Part 1: Identifying Research Methodologies

Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
• The full citation of each peer-reviewed article in APA format.
• A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
• A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
• A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
• A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

How do you think Mr. Chowdhary feels being unable to verbalize with you? How do you think you may best conduct your assessment while still being therapeutic to your non-verbal patient?

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Discussion #1: Neurologic System

Discussion Topic

You are a nursing student who is assigned to a busy medical-surgical unit that specializes in the care of patients with various neurologic disorders. One of your patients for the day is Mr. Choudhary, a 56 year old South Asian male with a primary diagnosis of cerebrovascular accident of hemorrhagic origin. You enter the room to conduct your morning assessment and you find that Mr. Choudhary is non-verbal but does seem to understand you.

How do you think Mr. Chowdhary feels being unable to verbalize with you?
How do you think you may best conduct your assessment while still being therapeutic to your non-verbal patient?
How could you modify your assessment to be more certain that your non-verbal patient understands you?

Go to your state government web page. Find one health policy enacted within the last two (2) years at the state level. Write down the bill number and the sponsors of the bill and include this information in your initial post.

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Health policy

Assignment Requirements

Go to your state (Georgia) government web page. Find one health policy enacted within the last two (2) years at the state level. Write down the bill number and the sponsors of the bill and include this information in your initial post.

Write a minimum of a one-page critical analysis summary of the policy. (250 words double spaced, APA).
Your summary should integrate the concepts of advocacy, population health, and the ANA ethical statements (“The Code”), and course readings, to include a minimum of one course scholarly article (provided within the course). Be sure to speak to the role of advocacy and population health.

Respond to a minimum of two (2) peers/faculty posts with one (1) paragraph of 4-5 sentences integrating one scholarly source utilized in an in-text citation/APA.

Kaiser: Beyond Health Care: The Role of Social Determinants in Promoting Health and Health Equity.