Business Strategy

What I am looking for in these forums?
1.       Active involvement quality is much more important than quantity. This applies to content as well as language/grammar etc.
2.       When you reply to the question(s), videos etc. which I may load for the week via forums, are your responses backed by research or are they simply opinions without supporting evidence? do they add/built on others ideas/thoughts etc. or, are they simply repeating the same information? do they offer examples/application? does your entry offer different perspectives? are you able to explain complex issues/ideas/theories in a concise and straight forward fashion?
3.       Do you respond to other students posts and/or acknowledge others which may comment to your posts?
General guidelines:
         Please make sure you reference your work if you draw on others work. ie: always cite your sources APA  format
         I truly value different views (when supported with evidence) hence, do not be afraid to disagree with comments/questions etc. which I may post to illicit your response.

Review one peer reviewed article on Porter’s Five Forces (yes, don’t simply Google 5 forces – I want you to be able find peer reviewed articles). Briefly describe and reflect on ONE potential issuechallenge with this model.  Now, pretend you are told to do a 5 Forces analysis on a particular industry BUT, you could only use ONE of the 5 Forces to determine the attractiveness of that industry. Which ONE of the 5 would you pick and why?
                                                  OR,
17th Century British poet John Donne famously coined the phrase “no man is an island”  in the same way that companiesorganizations  do not “operate in a vacuum” as they are both impacted  by and try to impact the general environment they operate in. Briefly introduce a model you would use to analyze the general environment facing any organization (be very brief). Now, identify one potential approachtactic an organization may use to INFLUENCE the environment it operates in.

 
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Effect of Play-Based Practices on Creativity in Preschool – nursing homework essays

Topic: Effect of Play-Based Practices on Creativity in Preschool

Write a review of relevant literature that is relevant to the issue. Analytical, coherent, highlight gaps, relate to local contexts.
To cover theories, methodologies, findings, practices (practical ideas). Comprehensive, about 8 primary research papers and/or integrated synthesis.
(sources need to be in the last 5 years)

2 of the 8 sources should be:

Cheung, R. H. P. (2018). Play-based creativity-fostering practices: the effects of different pedagogical approaches on the development of childrens creative thinking behaviours in a Chinese preschool classroom. Pedagogy, Culture & Society, 26(4), 511-527.  https://www.tandfonline.com/doi/full/10.1080/14681366.2018.1424725
Behnamnia, N., Kamsin, A., & Ismail, M. A. B. (2020). The landscape of research on the use of digital game-based learning apps to nurture creativity among young children: A review. Thinking Skills and Creativity, 37, 100666.  https://www.sciencedirect.com/science/article/pii/S1871187120301401?casa_token=4qIN6ngBOoAAAAAA:Wnzxf8uVosJJfqbN7qtbMLi0aRIP6yD2c8wgkIvCBbjQVeLmZIQ3jw6QJz3HJ3U05NOQ3g-WnyJS

other information (just for reference):

Research problem: How does play-based learning effect on preschoolers creativity?
Research hypotheses (if relevant): Play-based learning makes preschoolers have higher creativity.

Methodology: Quantitative quasi-experimental study (duration 1 month)
Measuring Method: Creativity – Amabiles Consensual Assessment Technique (CAT)

 
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Mental Health Parity Compliance Act Essay

Mental Health Parity Compliance Act Essay Mental Health Parity Compliance Act Essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS  When politics and medical science intersect, there can be much debate. Sometimes anecdotes or hearsay are misused as evidence to support a particular point. Despite these and other challenges, however, evidence-based approaches are increasingly used to inform health policy decision-making regarding causes of disease, intervention strategies, and issues impacting society. One example is the introduction of childhood vaccinations and the use of evidence-based arguments surrounding their safety. NURS 6003 Mental Health Parity Compliance Act Essay In this Discussion, you will

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NURS 6003 Mental Health Parity Compliance Act Essay

 
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NURS 316 Patient Data & Holistic Care for Clients Evaluation.

NURS 316 Patient Data & Holistic Care for Clients Evaluation.

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  • attachment_1

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MORNINGSIDE COLLEGE

Nylen School of Nursing

NURS 316

Clinical Evaluation

STUDENT________________________ CLINICAL DATES________________________

DATES ABSENT__________________ EXCUSED__________UNEXCUSED_________

Evaluation Criteria

Satisfactory “S”:  Displays satisfactory performance pertaining to this clinical objective and delivery of nursing care.  Student functions to meet clinical expectations in a manner which is expected at the present educational level.  Decisions and actions are well supported and sometimes independent.  Occasionally requires validating feedback.

Deficiency “D”:  Displays unsatisfactory performance of this clinical objective and delivery of nursing care.  Student does not yet meet the clinical expectations of the present educational level and needs to show improvement.  Decisions and actions are seldom independent.  Consistently requires validating feedback.

Not Applicable/Not Appropriate “NA”

To earn a passing grade a student must earn an “S” per summative nursing outcome/ clinical objective.  A summative “D” is below expected minimal competency and not passing.  Any student deemed unsafe in clinical practice will not receive a passing grade for the course.

Instructions:  The purpose of evaluation is to enhance student learning and professional development.  Clinical evaluation is both formative (weekly) and summative (at the end of the clinical rotation).  Evaluation is a responsibility of both the student and professor.  Each clinical week the student and professor must determine and document the level of student performance for each nursing standard/clinical objective according to the evaluation criteria described above.

Removal From the Clinical Area for Unsafe or Unsatisfactory Clinical Performance

It is the responsibility of both the student and nursing faculty to protect the safety of the client.  If in the professional opinion of the faculty, a student’s performance is unsafe or unsatisfactory in clinical practice the student may be temporarily removed from the clinical area at any time.  So that the student may resume clinical practice in a reasonable time, the student, instructor, academic advisor, and chairperson will convene to reach a resolution. NURS 316 Patient Data & Holistic Care for Clients Evaluation.

Upon completion of the course, the student will be able to:

Outcome Expectations

Holistic Care ● Provide holistic care which demonstrates for clients as individuals with physical, psychosocial, spiritual and environmental needs and stressors. ● Write Self-Reflection Here

Communication ● Document in the EHR accurately

● Uses SBAR as a patient handoff

● Communicates effectively and professionally with peers, health care team members, patients, and families

●Write Self-Reflection Here

Critical Thinking ● Demonstrates safety for self and others when providing holistic care

● Analyzes patient data to develop plan of care

● Written work reflects the use of critical thinking and analysis of information ● Write Self-Reflection Here

Nursing Process ● Utilizes assessment, planning, intervention, evaluation to plan care

● Prepares holistic care plan which meets criteria in rubric

●Write Self-Reflection Here

Nursing Roles ● Performs nursing skills appropriate for level

● Demonstrates knowledge of educational needs of clients and skills to address needs

● Advocates for patient when appropriate ● Write Self-Reflection Here

Ethics ● Recognizes ethical and legal implications of nursing care actions and decisions ● Write Self-Reflection Here

Research ● Uses evidence as a way to develop a plan of care ● Write Self-Reflection Here

Lifelong Personal and Professional Growth ● Sets realistic personal goals for self on weekly basis and evaluates progress towards accomplishment

● Demonstrates accountability and initiative for own learning experiences

● Implements change in personal and professional behaviors based on feedback. ● Write Self-Reflection Here

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NURS 521Parenthood Season 1 Episode 1Sarah Braverman Family Analysis

NURS 521Parenthood Season 1 Episode 1Sarah Braverman Family Analysis

NURS 521Parenthood Season 1 Episode 1Sarah Braverman Family Analysis

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

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NURS 521 Case Analysis 1 Grading Rubric Maximum 100 points 5 points 10 points 15 points 20 points 25 points Exemplary 4.7 – 5 pts 9.3 – 10 pts 13.5 – 15 pts 18.6 – 20 pts 22.5 – 25 points Proficient 4.2 – 4. 6 pts 8.3 – 9.2 pts 12.5 – 13.4 pts 16.5 – 18.5 22.5 – 25 Basic 0-4.1 pts 0-8.2 pts 0 – 12.4 pts 0-16.4pts 0 – 22.4 pts Introduction Includes short introductory paragraph in the style of an academic paper. “This purpose of this paper is…” The introduction is a summary that informs the reader of what will be included in the paper about to be read, including theories to be applied. Subject family is introduced Includes an introductory paragraph but the paragraph is not in an academic style. Introduction excludes summary of what will be included in the paper or is too long. Incorrectly or partially includes theories to be applied. Subject family not clearly introduced. Introduction is excluded or is poorly executed. Introduces the Calgary Family Assessment Model. Includes description of family composition, ages, genders, family structure. Describes the most important subsystems within the family and their degree of functional health. Includes a description of family boundaries (e.g. diffuse, rigid or permeable) and the impact of these boundaries on family function. Uses definitions where appropriate and cites references. Synthesizes components into a summary assessment of the family. Excludes non-relevant information. Intro to CFAM is unclear or missing. Includes some elements of structural assessment but is missing information that is important to understanding the family structure. Includes some but not all appropriate definitions and citations and/or definitions or citations are incorrect. Does not demonstrate a synthesis of concepts. Minimal information is included; definitions and/or citations are excluded. Overall scarcity of information or contains mostly non-relevant information. Includes a description of what is known about the extended family, larger external systems directly affecting the family (e.g. schools, neighborhoods, etc.). Includes a description of pertinent contextual factors such as race/ethnicity, social class, etc. Includes some of the external/contextual structural assessment but is missing important parts. Pertinent contextual factors are missing, or non-relevant information is included. Includes some but not all appropriate definitions and citations and/or definitions or citations are incorrect. Does not demonstrate a synthesis of concepts. Minimal information is included; definitions and/or citations are excluded. Overall scarcity of information or contains mostly non-relevant information. Includes some information about family dynamics and functional assessment but excludes information important to understanding the family. NURS 521Parenthood Season 1 Episode 1Sarah Braverman Family Analysis

Does not demonstrate a synthesis of concepts. Overall scarcity of information or contains mostly non-relevant information. 5 points Identify the family and describe the family internal structural assessment according to the CFAM. 20 points Describe the family in terms of CFAM’s external and contextual structural assessment. 15 points Uses definitions where appropriate and cites references. Excludes nonrelevant information. Synthesizes components into a summary assessment of the family. Describe family dynamics through CFAM’s functional assessment. 25 points Includes a description of family dynamics based on information observed. Includes both formal and informal roles, communication styles, examples of nonverbal communication, problem-solving within the family. Includes a discussion of the dynamics of influence and power, and alliances and coalitions with the family. Synthesizes above components into a summary assessment of the family. NURS 521 Case Analysis 1 Grading Rubric Maximum 100 points Describe the family’s overall health status. 5 points Family Life Cycle: 10 points Description of the family’s overall health status includes what is apparent about lifestyle choices, tobacco/alcohol/substance abuse, exercise, access to healthful food, access to healthcare, degree of chronic illness present in the family, environmental health and neighborhood safety. Includes rationale for statements made (“as evidenced by…”). Description of family’s overall health status is included but is either not based on available information or is otherwise inappropriately described. No rationale/evidence is given. Description of family’s overall health status is minimally addressed, omitted, or poorly executed. Life cycle stage of subject family is appropriately identified. Family life cycle stage is not appropriately identified, or source is not cited. Family developmental tasks are incorrectly or poorly named and described. Does not clearly address how/whether the family is meeting the tasks associated with the stage. Family life cycle stage is not identified. Family developmental tasks are partially or fully omitted. No citation is referenced. Tasks associated with the identified stage are clearly named and described. Includes a description of how the family is or isn’t meeting the tasks associated with this stage, with examples. Uses and cites appropriate source. Based on the story portrayed, an appropriate psychosocial issue for which the family may seek help from a nurse practitioner is identified and briefly described. Chosen topic was clearly portrayed in the story, rather than invented. Minimal to no description of how the family is or isn’t meeting the tasks associated with the stage. Issue is identified but is not a family psychosocial issue or is otherwise inappropriate to the family or story. Fails to identify an appropriate family psychosocial issue, or issue identified is not represented within the family or story portrayed. NURS 521Parenthood Season 1 Episode 1Sarah Braverman Family Analysis

Two concepts from Family Systems theory are appropriately applied to the subject family. Includes description of how these theoretical concepts can help to explain family behavior and/or guide care of the family. Description is specific to the family as portrayed in the story. Includes appropriate citation. Fewer than two concepts from Family Systems theory are applied or use of theory lacks clarity or is inappropriate. Application of theory lacks specific detail relating to the family. Reference is incorrectly cited. Application of theory is minimally addressed or inappropriately done. No reference is cited. Writing Style, APA format Includes conclusion that summarizes what was stated in the paper. Conclusion is not a summary of the paper. Conclusion is omitted. Some subheadings are missing. No subheadings used. 5 points Includes subheadings for various sections of the paper Professional style/voice is lacking. Uses first person inappropriately. Some mistakes in spelling and/or punctuation. Mistakes in formatting and/or reference list. Written in a style that is not professional. Uses first person throughout. Multiple mistakes in spelling/punctuation. Poor implementation of APA formatting. Reference list is omitted. Family psychosocial issue: 5 points Theory Application: Family Systems Theory 10 points Written in professional style and voice. Use of first person is limited to statements of opinion or experience. No mistakes in spelling/punctuation. Reference list is included and formatted properly. Paper is appropriate length (9-11 pages). Paper is too long or too short. Paper is excessively short or long.

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Clinical Evaluation Paper – nursing homework essays

Clinical Evaluation Paper

Clinical Evaluation Paper

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

1 attachments

Slide 1 of 1

  • attachment_1

    attachment_1

MORNINGSIDE COLLEGE

Nylen School of Nursing

NURS 316

Clinical Evaluation

 

 

STUDENT________________________      CLINICAL DATES________________________

 

DATES ABSENT__________________            EXCUSED__________UNEXCUSED_________

 

 

Evaluation Criteria

 

 

Satisfactory “S”: Displays satisfactory performance pertaining to this clinical objective and delivery of nursing care. Student functions to meet clinical expectations in a manner which is expected at the present educational level. Decisions and actions are well supported and sometimes independent. Occasionally requires validating feedback.

 

 

Deficiency “D”: Displays unsatisfactory performance of this clinical objective and delivery of nursing care. Student does not yet meet the clinical expectations of the present educational level and needs to show improvement. Decisions and actions are seldom independent. Consistently requires validating feedback.

 

 

Not Applicable/Not Appropriate “NA”

                                                                                                                                                           

 

To earn a passing grade a student must earn an “S” per summative nursing outcome/ clinical objective. A summative “D” is below expected minimal competency and not passing. Any student deemed unsafe in clinical practice will not receive a passing grade for the course.

 

Instructions: The purpose of evaluation is to enhance student learning and professional development. Clinical evaluation is both formative (weekly) and summative (at the end of the clinical rotation). Evaluation is a responsibility of both the student and professor. Each clinical week the student and professor must determine and document the level of student performance for each nursing standard/clinical objective according to the evaluation criteria described above. NURS 316 Clinical Evaluation Paper

 

Removal From the Clinical Area for Unsafe or Unsatisfactory Clinical Performance

It is the responsibility of both the student and nursing faculty to protect the safety of the client. If in the professional opinion of the faculty, a student’s performance is unsafe or unsatisfactory in clinical practice the student may be temporarily removed from the clinical area at any time. So that the student may resume clinical practice in a reasonable time, the student, instructor, academic advisor, and chairperson will convene to reach a resolution. NURS 316 Clinical Evaluation Paper

 

 

Upon completion of the course, the student will be able to:

 

Outcome Expectations
Holistic Care ●      Provide holistic care which demonstrates for clients as individuals with physical, psychosocial, spiritual and environmental needs and stressors. ●      Write Self-Reflection Here

 

Communication ●      Document in the EHR accurately

●      Uses SBAR as a patient handoff

●      Communicates effectively and professionally with peers, health care team members, patients, and families

 

●      Write Self-Reflection Here

 

 

Critical Thinking ●      Demonstrates safety for self and others when providing holistic care

●      Analyzes patient data to develop plan of care

●      Written work reflects the use of critical thinking and analysis of information

●      Write Self-Reflection Here

 

Nursing Process ●      Utilizes assessment, planning, intervention, evaluation to plan care

●      Prepares holistic care plan which meets criteria in rubric

 

●      Write Self-Reflection Here

 

Nursing Roles ●      Performs nursing skills appropriate for level

●      Demonstrates knowledge of educational needs of clients and skills to address needs

●      Advocates for patient when appropriate

●      Write Self-Reflection Here

 

 

Ethics ●      Recognizes ethical and legal implications of nursing care actions and decisions ●      Write Self-Reflection Here

 

 

Research ●      Uses evidence as a way to develop a plan of care ●      Write Self-Reflection Here

 

 

Lifelong Personal and Professional Growth ●      Sets realistic personal goals for self on weekly basis and evaluates progress towards accomplishment

●      Demonstrates accountability and initiative for own learning experiences

●      Implements change in personal and professional behaviors based on feedback.

●      Write Self-Reflection Here

 

 

 

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Use the following coupon code :
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NURS 316 Clinical Evaluation Paper

NURS 316 Clinical Evaluation Paper

NURS 316 Clinical Evaluation Paper

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

1 attachments

Slide 1 of 1

  • attachment_1

    attachment_1

MORNINGSIDE COLLEGE

Nylen School of Nursing

NURS 316

Clinical Evaluation

 

 

STUDENT________________________      CLINICAL DATES________________________

 

DATES ABSENT__________________            EXCUSED__________UNEXCUSED_________

 

 

Evaluation Criteria

 

 

Satisfactory “S”: Displays satisfactory performance pertaining to this clinical objective and delivery of nursing care. Student functions to meet clinical expectations in a manner which is expected at the present educational level. Decisions and actions are well supported and sometimes independent. Occasionally requires validating feedback.

 

 

Deficiency “D”: Displays unsatisfactory performance of this clinical objective and delivery of nursing care. Student does not yet meet the clinical expectations of the present educational level and needs to show improvement. Decisions and actions are seldom independent. Consistently requires validating feedback.

 

 

Not Applicable/Not Appropriate “NA”

                                                                                                                                                           

 

To earn a passing grade a student must earn an “S” per summative nursing outcome/ clinical objective. A summative “D” is below expected minimal competency and not passing. Any student deemed unsafe in clinical practice will not receive a passing grade for the course.

 

Instructions: The purpose of evaluation is to enhance student learning and professional development. Clinical evaluation is both formative (weekly) and summative (at the end of the clinical rotation). Evaluation is a responsibility of both the student and professor. Each clinical week the student and professor must determine and document the level of student performance for each nursing standard/clinical objective according to the evaluation criteria described above. NURS 316 Clinical Evaluation Paper

 

Removal From the Clinical Area for Unsafe or Unsatisfactory Clinical Performance

It is the responsibility of both the student and nursing faculty to protect the safety of the client. If in the professional opinion of the faculty, a student’s performance is unsafe or unsatisfactory in clinical practice the student may be temporarily removed from the clinical area at any time. So that the student may resume clinical practice in a reasonable time, the student, instructor, academic advisor, and chairperson will convene to reach a resolution. NURS 316 Clinical Evaluation Paper

 

 

Upon completion of the course, the student will be able to:

 

Outcome Expectations  
Holistic Care ●      Provide holistic care which demonstrates for clients as individuals with physical, psychosocial, spiritual and environmental needs and stressors. ●      Write Self-Reflection Here

 

Communication ●      Document in the EHR accurately

●      Uses SBAR as a patient handoff

●      Communicates effectively and professionally with peers, health care team members, patients, and families

 

●      Write Self-Reflection Here

 

 

Critical Thinking ●      Demonstrates safety for self and others when providing holistic care

●      Analyzes patient data to develop plan of care

●      Written work reflects the use of critical thinking and analysis of information

●      Write Self-Reflection Here

 

Nursing Process ●      Utilizes assessment, planning, intervention, evaluation to plan care

●      Prepares holistic care plan which meets criteria in rubric

 

●      Write Self-Reflection Here

 

Nursing Roles ●      Performs nursing skills appropriate for level

●      Demonstrates knowledge of educational needs of clients and skills to address needs

●      Advocates for patient when appropriate

●      Write Self-Reflection Here

 

 

Ethics ●      Recognizes ethical and legal implications of nursing care actions and decisions ●      Write Self-Reflection Here

 

 

Research ●      Uses evidence as a way to develop a plan of care ●      Write Self-Reflection Here

 

 

Lifelong Personal and Professional Growth ●      Sets realistic personal goals for self on weekly basis and evaluates progress towards accomplishment

●      Demonstrates accountability and initiative for own learning experiences

●      Implements change in personal and professional behaviors based on feedback.

●      Write Self-Reflection Here

 

 

 

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Use the following coupon code :
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Parenthood Season 1 Episode 1Sarah Braverman Family Analysis.

Parenthood Season 1 Episode 1Sarah Braverman Family Analysis.

Parenthood Season 1 Episode 1Sarah Braverman Family Analysis.

ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS 

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NURS 521 Case Analysis 1 Grading Rubric Maximum 100 points 5 points 10 points 15 points 20 points 25 points Exemplary 4.7 – 5 pts 9.3 – 10 pts 13.5 – 15 pts 18.6 – 20 pts 22.5 – 25 points Proficient 4.2 – 4. 6 pts 8.3 – 9.2 pts 12.5 – 13.4 pts 16.5 – 18.5 22.5 – 25 Basic 0-4.1 pts 0-8.2 pts 0 – 12.4 pts 0-16.4pts 0 – 22.4 pts Introduction Includes short introductory paragraph in the style of an academic paper. “This purpose of this paper is…” The introduction is a summary that informs the reader of what will be included in the paper about to be read, including theories to be applied. Subject family is introduced Includes an introductory paragraph but the paragraph is not in an academic style. Introduction excludes summary of what will be included in the paper or is too long. Incorrectly or partially includes theories to be applied. Subject family not clearly introduced. Introduction is excluded or is poorly executed. Introduces the Calgary Family Assessment Model. Includes description of family composition, ages, genders, family structure. Describes the most important subsystems within the family and their degree of functional health. Includes a description of family boundaries (e.g. diffuse, rigid or permeable) and the impact of these boundaries on family function. Uses definitions where appropriate and cites references. Synthesizes components into a summary assessment of the family. Excludes non-relevant information. Intro to CFAM is unclear or missing. Includes some elements of structural assessment but is missing information that is important to understanding the family structure. Includes some but not all appropriate definitions and citations and/or definitions or citations are incorrect. Does not demonstrate a synthesis of concepts. Minimal information is included; definitions and/or citations are excluded. Overall scarcity of information or contains mostly non-relevant information. Includes a description of what is known about the extended family, larger external systems directly affecting the family (e.g. schools, neighborhoods, etc.). Includes a description of pertinent contextual factors such as race/ethnicity, social class, etc. Includes some of the external/contextual structural assessment but is missing important parts. Pertinent contextual factors are missing, or non-relevant information is included. Includes some but not all appropriate definitions and citations and/or definitions or citations are incorrect. Does not demonstrate a synthesis of concepts. Minimal information is included; definitions and/or citations are excluded. Overall scarcity of information or contains mostly non-relevant information. Includes some information about family dynamics and functional assessment but excludes information important to understanding the family. NURS 521Parenthood Season 1 Episode 1Sarah Braverman Family Analysis.

Does not demonstrate a synthesis of concepts. Overall scarcity of information or contains mostly non-relevant information. 5 points Identify the family and describe the family internal structural assessment according to the CFAM. 20 points Describe the family in terms of CFAM’s external and contextual structural assessment. 15 points Uses definitions where appropriate and cites references. Excludes nonrelevant information. Synthesizes components into a summary assessment of the family. Describe family dynamics through CFAM’s functional assessment. 25 points Includes a description of family dynamics based on information observed. Includes both formal and informal roles, communication styles, examples of nonverbal communication, problem-solving within the family. Includes a discussion of the dynamics of influence and power, and alliances and coalitions with the family. Synthesizes above components into a summary assessment of the family. NURS 521 Case Analysis 1 Grading Rubric Maximum 100 points Describe the family’s overall health status. 5 points Family Life Cycle: 10 points Description of the family’s overall health status includes what is apparent about lifestyle choices, tobacco/alcohol/substance abuse, exercise, access to healthful food, access to healthcare, degree of chronic illness present in the family, environmental health and neighborhood safety. Includes rationale for statements made (“as evidenced by…”). Description of family’s overall health status is included but is either not based on available information or is otherwise inappropriately described. No rationale/evidence is given. Description of family’s overall health status is minimally addressed, omitted, or poorly executed. Life cycle stage of subject family is appropriately identified. Family life cycle stage is not appropriately identified, or source is not cited. Family developmental tasks are incorrectly or poorly named and described. Does not clearly address how/whether the family is meeting the tasks associated with the stage. Family life cycle stage is not identified. Family developmental tasks are partially or fully omitted. No citation is referenced. Tasks associated with the identified stage are clearly named and described. Includes a description of how the family is or isn’t meeting the tasks associated with this stage, with examples. Uses and cites appropriate source. Based on the story portrayed, an appropriate psychosocial issue for which the family may seek help from a nurse practitioner is identified and briefly described. Chosen topic was clearly portrayed in the story, rather than invented. Minimal to no description of how the family is or isn’t meeting the tasks associated with the stage. Issue is identified but is not a family psychosocial issue or is otherwise inappropriate to the family or story. Fails to identify an appropriate family psychosocial issue, or issue identified is not represented within the family or story portrayed. NURS 521Parenthood Season 1 Episode 1Sarah Braverman Family Analysis.

Two concepts from Family Systems theory are appropriately applied to the subject family. Includes description of how these theoretical concepts can help to explain family behavior and/or guide care of the family. Description is specific to the family as portrayed in the story. Includes appropriate citation. Fewer than two concepts from Family Systems theory are applied or use of theory lacks clarity or is inappropriate. Application of theory lacks specific detail relating to the family. Reference is incorrectly cited. Application of theory is minimally addressed or inappropriately done. No reference is cited. Writing Style, APA format Includes conclusion that summarizes what was stated in the paper. Conclusion is not a summary of the paper. Conclusion is omitted. Some subheadings are missing. No subheadings used. 5 points Includes subheadings for various sections of the paper Professional style/voice is lacking. Uses first person inappropriately. Some mistakes in spelling and/or punctuation. Mistakes in formatting and/or reference list. Written in a style that is not professional. Uses first person throughout. Multiple mistakes in spelling/punctuation. Poor implementation of APA formatting. Reference list is omitted. Family psychosocial issue: 5 points Theory Application: Family Systems Theory 10 points Written in professional style and voice. Use of first person is limited to statements of opinion or experience. No mistakes in spelling/punctuation. Reference list is included and formatted properly. Paper is appropriate length (9-11 pages). Paper is too long or too short. Paper is excessively short or long.

 

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Patient Data & Holistic Care for Clients Evaluation.

Patient Data & Holistic Care for Clients Evaluation.

Slide 1 of 1

  • attachment_1

    attachment_1

MORNINGSIDE COLLEGE

Nylen School of Nursing

NURS 316

Clinical Evaluation

STUDENT________________________ CLINICAL DATES________________________

DATES ABSENT__________________ EXCUSED__________UNEXCUSED_________

Evaluation Criteria

Satisfactory “S”:  Displays satisfactory performance pertaining to this clinical objective and delivery of nursing care.  Student functions to meet clinical expectations in a manner which is expected at the present educational level.  Decisions and actions are well supported and sometimes independent.  Occasionally requires validating feedback.

Deficiency “D”:  Displays unsatisfactory performance of this clinical objective and delivery of nursing care.  Student does not yet meet the clinical expectations of the present educational level and needs to show improvement.  Decisions and actions are seldom independent.  Consistently requires validating feedback.

Not Applicable/Not Appropriate “NA”

To earn a passing grade a student must earn an “S” per summative nursing outcome/ clinical objective.  A summative “D” is below expected minimal competency and not passing.  Any student deemed unsafe in clinical practice will not receive a passing grade for the course.

Instructions:  The purpose of evaluation is to enhance student learning and professional development.  Clinical evaluation is both formative (weekly) and summative (at the end of the clinical rotation).  Evaluation is a responsibility of both the student and professor.  Each clinical week the student and professor must determine and document the level of student performance for each nursing standard/clinical objective according to the evaluation criteria described above.

Removal From the Clinical Area for Unsafe or Unsatisfactory Clinical Performance

It is the responsibility of both the student and nursing faculty to protect the safety of the client.  If in the professional opinion of the faculty, a student’s performance is unsafe or unsatisfactory in clinical practice the student may be temporarily removed from the clinical area at any time.  So that the student may resume clinical practice in a reasonable time, the student, instructor, academic advisor, and chairperson will convene to reach a resolution. NURS 316 Patient Data & Holistic Care for Clients Evaluation.

Upon completion of the course, the student will be able to:

Outcome Expectations

Holistic Care ● Provide holistic care which demonstrates for clients as individuals with physical, psychosocial, spiritual and environmental needs and stressors. ● Write Self-Reflection Here

Communication ● Document in the EHR accurately

● Uses SBAR as a patient handoff

● Communicates effectively and professionally with peers, health care team members, patients, and families

●Write Self-Reflection Here

Critical Thinking ● Demonstrates safety for self and others when providing holistic care

● Analyzes patient data to develop plan of care

● Written work reflects the use of critical thinking and analysis of information ● Write Self-Reflection Here

Nursing Process ● Utilizes assessment, planning, intervention, evaluation to plan care

● Prepares holistic care plan which meets criteria in rubric

●Write Self-Reflection Here

Nursing Roles ● Performs nursing skills appropriate for level

● Demonstrates knowledge of educational needs of clients and skills to address needs

● Advocates for patient when appropriate ● Write Self-Reflection Here

Ethics ● Recognizes ethical and legal implications of nursing care actions and decisions ● Write Self-Reflection Here

Research ● Uses evidence as a way to develop a plan of care ● Write Self-Reflection Here

Lifelong Personal and Professional Growth ● Sets realistic personal goals for self on weekly basis and evaluates progress towards accomplishment

● Demonstrates accountability and initiative for own learning experiences

● Implements change in personal and professional behaviors based on feedback. ● Write Self-Reflection Here

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