Organizational Values Presentation

Organizational Values Presentation. Organizational Values Presentation. Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem solving.
Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes.
While APA style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

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Organizational Values Presentation

Organizational Values Presentation

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ASSESSMENT 3 Technology Across The Care Continuum

ASSESSMENT 3 Technology Across The Care Continuum. ASSESSMENT 3 Technology Across The Care Continuum.

ASSESSMENT 3

Technology Across The Care Continuum
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Overview
Write 3–4 pages describing the effective use of patient-care technologies, communication systems, and information systems across the care continuum of a health care system of your choice. Add a one-page executive summary your organization could use to disseminate these ideas.

Because a lack of knowledge when using technology can lead to errors in patient care, effective use of technology in health care is paramount to providing a safe health care delivery environment.

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

Competency 3: Explain the use of information management tools and technologies to monitor and improve health care delivery and patient outcomes.
Describe effective use of technology across the care continuum in a health care setting.
Describe how to manage change and technology to improve positive outcomes.
Support description of effective patient care with current nursing and informatics theoretical ideas.
Competency 4: Communicate in a manner that is consistent with expectations of a nursing professional.
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.

Use this online tool to track your performance and progress through your course.
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Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

How might standardized nursing language (SNL), interprofessional communication, information system support, staff and patient education, organizational culture, and state and national regulations influence technology use?
What are the complexities in using technology across a continuum of care?
What are the opportunities?
What are the barriers?
How can we manage change and technology use to develop improved patient outcomes?
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Resources
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:

Cashin, A., & Cook, R. (Eds.). (2010). Evidence-based practice in nursing informatics: Concepts and applications. Hershey, PA: IGI Global.
Berner, E. S. (Ed.). (2014). Informatics education in healthcare: Lessons learned. London, UK: Springer.
Gerrish, K., & Lacey, A. (2013). Research process in nursing (6th ed.). Hoboken, NJ: John Wiley & Sons.
McNally Forsyth, D., Wright, T. L., Scherb, C. A., & Gaspar, P. M. (2010). Disseminating evidence-based practice projects: Poster design and evaluation. Clinical Scholars Review, 3(1), 14–21.
Furst, C. M., Finto, D., Malouf-Todaro, N., Moore, C., Orr, D., Santos, J., . . . Hart Tipton, P. (2013). Changing times: Enhancing clinical practice through evolving technology. Medsurg Nursing, 22(2), 131–134.
Gonen, A., Sharon, D., Lev-Ari, L., Strauss, E., & Segev, R. (2015). The impact of nursing students’ cultural diversity on the intention and attitudes toward the use of information technology. Journal of Transcultural Nursing, 1–9.
Harper, E. M. (2012). Staffing based on evidence: Can health information technology make it possible? Nursing Economics, 30(5), 262–267, 281.
Nagel, D. A., & Penner, J. L. (2015). Conceptualizing telehealth in nursing practice: Advancing a conceptual model to fill a virtual gap. Journal of Holistic Nursing, 1–14.
Sharoff, L. (2015). Holistic nursing in the genetic/genomic era. Journal of Holistic Nursing, 1–8.

Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4004 – Nursing Research and Informatics Library Guide to help direct your research.

Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

Institute for Healthcare Improvement. (n.d.). Retrieved from http://www.ihi.org/Pages/default.aspx
James, G. (2015, February 12). How to write a compelling executive summary. Inc. Retrieved from http://www.inc.com/geoffrey-james/how-to-write-a-compelling-executive-summary.html
The TIGER Initiative. (n.d.). Informatics competencies for every practicing nurse: Recommendations from the TIGER Collaborative. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_InformaticsCompetencies_001.pdf
National League for Nursing. (n.d.). Retrieved from http://www.nln.org/
California HealthCare Foundation. (2015). Nursing 2.0: Improving care through technology. Retrieved from http://www.chcf.org/publications/2015/06/nursing-through-technology
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (6th ed.). St. Louis, MO: Elsevier.
Assessment Instructions
In the role of a nurse leader, describe the effective use of patient-care technologies across the care continuum in a chosen health care system.

Preparation
Choose any type of health care system, for example, acute, ambulatory, or home health or telehealth.

Directions
Submit the following for this assessment:

Technology Across the Care Continuum
Include the following in your 3–4-page description:

A brief overview of the care continuum in your selected health care system.
Describe the types of patient-care technologies and how they are used across the care continuum in your system. Be sure to include communication and information systems.
Identify strengths and weaknesses in the systems and describe how to manage change and technology to improve patient outcomes.
Support your description of effective patient care with current nursing and informatics theoretical ideas.
Executive Summary
Based on the description above, add a 1-page executive summary that captures the following points:

Current state of technology across the care continuum in your system.
Proposed improvements.
Risks of making or not making changes or improvements.
Recommended next steps.
Additional Requirements
Written communication: Ensure written communication is free of errors that detract from the overall message.
APA formatting: Format resources and citations according to current APA style and formatting guidelines.
Number of resources: Cite a minimum of four peer-reviewed resources.
Length: Submit 4–5 typed, double-spaced pages.
Font and font size: Use Times New Roman, 12 point.
Technology Across the Care Continuum Scoring Guide

VIEW SCORING GUIDE
Use the scoring guide to enhance your learning./ SUBTITLE
1. Describe effective use of technology across the care continuum in a health care setting.
2. Describe how to manage change and technology to improve positive outcomes.
3. Support description of effective patient care with current nursing and informatics theoretical ideas.
4. Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.P(4)

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ASSESSMENT 3 Technology Across The Care Continuum

ASSESSMENT 3 Technology Across The Care Continuum

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Nursing Informatics Best Practices

Nursing Informatics Best Practices. Nursing Informatics Best Practices. ASSESSMENT 2
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Nursing Informatics Best Practices
Details
Attempt 1Available
Attempt 2NotAvailable
Attempt 3NotAvailable
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Overview
Write 3–5 pages in which you describe a nursing informatics best practices policy for effective and safe data use in a nursing practice setting or organization.

Today’s health care professionals need to be accountable for the use of information systems that are repositories for copious amounts of protected health information (PHI).

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

Competency 2: Identify strategies and best practices for using informatics in nursing and health care.
Describe the best practices needed to promote and support data security.
Describe the ethical standards needed to promote patient confidentiality.
Describe regulatory requirements that promote and support positive patient outcomes related to a specific population.
Describe the types of behaviors and skills nurse leaders need to guide the use of information technology and research for improved patient-care outcomes.
Competency 4: Communicate in a manner that is consistent with expectations of a nursing professional.
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
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Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

How do nurses develop best practice?
How does research support best practice?
What are best practices in your organization that you think are exemplars for improving patient care?
What nursing roles should be in place to support the use of evidenced-based practice?
How would you describe the concept of meaningful use and technology adoption stages: electronic health records (EHR) incentive programs, and how does this fit within the context of best practice?
What are the main points to consider as you review The Health Insurance Portability and Accountability Act (HIPAA), and why is this best practice?
How does the Patient Safety and Quality Improvement Act (PSQIA) support patient safety and improved patient outcomes?
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Resources
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources
Click the links provided to view the following resources:

Ethics and Evidence-Based Practice.
SHOW LESS
Capella Multimedia
Click the links provided below to view the following multimedia pieces:

Ethical Scenarios in Research | Transcript.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:

Cashin, A., & Cook, R. (Eds.). (2010). Evidence-based practice in nursing informatics: Concepts and applications. Hershey, PA: IGI Global.
Berner, E. S. (Ed.). (2014). Informatics education in healthcare: Lessons learned. London, UK: Springer.
Gerrish, K., & Lacey, A. (2013). Research process in nursing (6th ed.). Hoboken, NJ: John Wiley & Sons.
Andersson, L., Eriksson, I., & Nordgren, L. (2012). Living with heart failure without realising: A qualitative patient study. British Journal of Community Nursing, 17(12), 630–637.
Athwal, L., Marchuk, B., Laforêt-Fliesser, Y., Castanza, J., Davis, L., & LaSalle, M. (2014). Adaptation of a best practice guideline to strengthen client-centered care in public health. Public Health Nursing, 31(2), 134–143.
Burbach, B. E., Barnason, S., & Hertzog, M. (2015). Preferred thinking style, symptom recognition, and response by nursing students during simulation. Western Journal of Nursing Research, 37(12), 1563–1580.
Catania, C. (2012). Clinical trial nurse’s role in safety reporting. Nursing Forum, 47(1), 18–26.
Darvish, A., Bahramnezhad, F., Keyhanian, S., & Navidhamidi, M. (2014). The role of nursing informatics on promoting quality of health care and the need for appropriate education. Global Journal of Health Science, 6(6), 11–18.
Fencl, J. L. (2015). Guideline implementation: Local anesthesia. AORN Journal, 101(6), 682–692.
Furst, C. M., Finto, D., Malouf-Todaro, N., Moore, C., Orr, D., Santos, J., . . .Tipton, P. H. (2013). Changing times: Enhancing clinical practice through evolving technology. Medsurg Nursing, 22(2), 131–134.
Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15–17), 52–57.
Jansen, D. A., Jadack, R. A., Ayoola, A. B., Doornbos, M. M., Dunn, S. L., Moch, S. D., . . . Wegner, G. D. (2015). Embedding research in undergraduate learning opportunities. Western Journal of Nursing Research, 37(10), 1340–1358.
Lusardi, P. (2012). So you want to change practice: Recognizing practice issues and channeling those ideas. Critical Care Nurse, 32(2), 55–64.
Neher, M., Stahl, C., Ellstro, M. P., & Nilsen, P. (2014). Knowledge sources for evidence-based practice in rheumatology nursing. Clinical Nursing Research, 24(6), 661–679.
Schaffer, M. A., Anderson, L. J., & Rising, S. (2015). Public health interventions for school nursing practice. The Journal of School Nursing, 1–14.
Travers, J., Smaldone, A., & Cohn, E. G. (2015). Does state legislation improve nursing workforce diversity? Policy, Politics, & Nursing Practice, 1–8.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4004 – Nursing Research and Informatics Library Guide to help direct your research.

Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

QSEN Institute. (n.d.). Retrieved from http://qsen.org/
The TIGER initiative. (n.d.). Retrieved from http://www.thetigerinitiative.org/
Agency for Healthcare Research and Quality (AHRQ). (n.d.). EPC evidence-based reports. Retrieved from http://www.ahrq.gov/research/findings/evidence-based-reports/index.html
Agency for Healthcare Research and Quality (AHRQ). (n.d.). Retrieved from http://www.ahrq.gov/index.html
Lewenson, S. (2015). Overview and summary: Cornerstone documents in healthcare: Our history, our future. OJIN: The Online Journal of Issues in Nursing, 2. Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-20-2015/No2-May-2015/OS-Cornerstone-Documents.html
Finnell, D. S., Thomas, E. L., Nehring, W. M., McLoughlin, K. A., & Bickford, C. J. (2015). Best practices for developing specialty nursing scope and standards of practice. OJIN: The Online Journal of Issues in Nursing, 20(2), Manuscript 1. Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-20-2015/No2-May-2015/Best-Practices-for-Developing-Specialty-Scope-and-Standards.html
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (6th ed.). St. Louis, MO: Elsevier.
Assessment Instructions
Imagine an organization asks you to contribute to the development of an information system best-practices policy to help maintain patient safety and patient confidentiality in their practice setting. The organization wants you to create a document to help the group better understand why an informatics policy is needed and the practices that should be included in the policy.

A nursing informatics best-practices document can serve multiple purposes, such as a handout for new-hire orientation or as a background report given to a committee tasked with creating or updating a nursing informatics best-practices policy.

Preparation
To expand your understanding of nursing informatics best practices within the industry, research the most current information about the topics of nursing best-practices documents and nursing informatics best practices.

Using the Capella library, the suggested resources, and other methods (Web search, for example), locate 4–6 scholarly articles related to best practices designed to support positive patient outcomes related to the following areas:

The meaning of secure data practices.
Ethical standards needed to promote and support data security.
Patient confidentiality.
Regulatory requirements.
Behaviors and skills nurse leaders need to guide the use of information technology and research for improved patient-care outcomes.
Directions
Create a description of a nursing informatics best-practices policy document designed to define and encourage effective and safe data use in a practice setting or organization.

Purpose Statement: Statement of why an organization would create the policy. Include any reasons and intent that supports the creation of an informatics best-practices policy.
Best Practices Definitions and Descriptions:
Definitions of secure practices, data security, and patient confidentiality.
Ethical standards.
Regulatory requirements.
Implementation:
Behaviors – describe the behaviors nurse leaders will need to demonstrate that will guide implementation of the policy.
Skills required – describe the skills needed to ensure policy adherence.
Format your document using the professional format and style (corporate identity) used in your organization or practice setting. Note: If you are not currently working in an organizational setting, follow the formatting instructions below.

Additional Requirements
Written communication: Ensure written communication is free of errors that detract from the overall message.
APA formatting: Format resources and citations according to current APA style and formatting guidelines.
Number of resources: Cite a minimum of four peer-reviewed resources.
Length: Submit 3–5 typed, double-spaced pages.
Font and font size: Use Times New Roman, 12 point.
Nursing Informatics Best Practices Scoring Guide

VIEW SCORING GUIDE
Use the scoring guide to enhance your learning.
How to use the scoring guide/ SUBTITLE

1. Describe the best practices needed to promote and support data security.
2. Describe the ethical standards needed to promote patient confidentiality.
3. Describe regulatory requirements that promote and support positive patient outcomes related to a specific population.
4. Describe the types of behaviors and skills nurse leaders need to guide the use of information technology and research for improved patient-care outcomes.
5. Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.

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Nursing Informatics Best Practices

Nursing Informatics Best Practices

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closing a project

closing a project. closing a project. Describe how you prepared yourself and the team for the project closure.
Closing your project effectively

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closing a project

closing a project

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Health Care Quality

Health Care Quality. Health Care Quality. In consultation with the clinical preceptor, identify aspects of health care quality at the unit, service-line, or agency level. The student will submit a paper that is no more than 3 pages excluding title and reference pages. The paper needs to be Scholarly written, APA formatted, and referenced. A minimum of 2 references are required. References must be 5 to 7 years old. The paper needs to have Abstract, Introduction, support, and conclusion.

Include the following information:

A. In your working facility

• Identify the nursing care delivery system in your selected health care agency or nursing unit.
• Identify the patient population usually served.
• Identify high-volume or high-risk types of cases in your selected health care agency or nursing unit.
• Determine the health care agency’s or nursing unit’s usual care problems.
• Identify the standards of care applied in relationship to the patient population.
• List the desired goals and/or outcomes to be instituted to address the usual problems.

B. Describe the agency’s approach to quality improvement. How is this approach implemented?

C. Identify the style of leadership demonstrated at the selected clinical agency and its relationship to implementation of change.

D. Discuss the use of evidence-based solutions to care problems. How would this approach be implemented within the clinical site?

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Health Care Quality

Health Care Quality

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community teaching proposal

community teaching proposal. community teaching proposal. Select one of the following as the focus for the teaching plan:

Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Complete the "Community Teaching Work Plan Proposal." This will help you organize your plan and create an outline for the written assignment.

After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the "Community Teaching Experience" form.
APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines

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community teaching proposal

community teaching proposal

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Community Teaching Work Plan

Community Teaching Work Plan. Community Teaching Work Plan. This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:

PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Poster presentation
Appropriate community settings include:

Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Before presenting information to the community, seek approval from an agency administrator or representative.

Upon receiving approval from the agency, include the "Community Teaching Experience Form" as part of your assignment submission.

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines

PARAPHRASING NOTES Step 1…Based on the CLC Community Assesement you devleop a teaching plan outline and completing/ submitting the Teaching Experience Form to help the community improve thier :

1. Primary Prevention/Health Promotion

2. Secondary Prevention/Screenings for a Vulnerable Population

3. Bioterrorism/Disaster

4. Environmental Issues

You then c omplete a "Community Teaching Work Plan Proposal." This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.

2. Request feedback (strengths and opportunities for improvement) from the provider.

3. Complete the "Community Teaching Experience" form. https://lc-ugrad3.gcu.edu/learningPlatform/content/content.html?operation=viewContent&contentId=8cea1ce4-f133-423d-8e8e-48722740694e

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Community Teaching Work Plan

Community Teaching Work Plan

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Driving Change

Driving Change. Driving Change. Nursing is in the midst of many changes. How can you be a driving force to bring about needed change within the field of nursing?

Assignment Context
• Explain strategies for effective interprofessional teamwork and collaboration in health care delivery.
• Analyze the implications of working with interprofessional teams in multi–faceted healthcare settings.
• Develop evidence–based nursing interventions to address specific problems and enable systemic change.
Complete the following:
• Describe the problem briefly, along with how it impacts the organization, patients, or the nursing profession (or all of these).
• Describe possible evidence–based interventions for the problem.
• Analyze potential barriers and resistance to change that might come from the organization, patients, or colleagues (or all of these).
• Describe strategies to overcome barriers and resistance to change.
• Develop a plan to implement evidence–based interventions. What steps would you take? What resources might you need?
• Identify other health care professionals to enlist as team members to help drive change in the organization.

Select a problem to address:
• Using mobile and portable technology to support patients.

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Driving Change

Driving Change

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information is provided

information is provided. information is provided. The grandparents live off of their social security and from the SS from the parents of the grand-daughter. No other living relatives. The parents initials R.K(son) and K.K (daughter in law). The grandparents are in isolation ( no support person), stress ( managing old age and their teen grand-daughter) Grand parents are able to drive but have medical condition- grandfather has diabetes, htn, CHF. grandma has glaucoma and DM. They are able to cook and clean .
This a vulnerable family.
Review and compile the data from your community and family assessments.

Ensure you have included an explanation of the LHI(s) that apply to your family’s community

Format your genogram and an ecomap as a mind map
Grading Criteria
Correctly compiles assessment data
Accurately completes genogram
Accurately completes an ecomap
Includes an explanation LHI(s) that apply to the family’s community

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information is provided

information is provided

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educational programs

educational programs. educational programs. Refer to the assigned reading, "Guidelines for Writing Learning Objectives." How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?

Read "Guidelines for Writing Learning Objectives," located on the New Hampshire Nurses Association website.
http://www.nhnurses.org/Especially-for-You/CE-Resources/Writing-Objectives-Guidelines.pdf

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