Grand Canyon University Applied Change Theory for Collaboration Essay Health Medical Assignment Help. Grand Canyon University Applied Change Theory for Collaboration Essay Health Medical Assignment Help.
(/0x4*br />
You have been selected to serve on a community outreach committee within your state’s nursing organization. The committee includes registered nurses of different specialties. At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed. As a nurse leader, how could you draw from change theory to address these concerns and encourage collaboration on the committee?
250 APA format.
1-2 referenc
Grand Canyon University Applied Change Theory for Collaboration Essay Health Medical Assignment Help[supanova_question]
UON Formulating Research Questions the PICO Framework & PEO Models Worksheet Health Medical Assignment Help
AT1-Part 3 (8%) 500 words
Question 1 (40%)
(a) Use the PICO framework to formulate a research question about effectiveness or prevention that you would need answered before you made any recommendations about an intervention program for young people at the Banksia Hill detention centre.
(b) Identify the key concepts in the question, and identify any alternative terms that you would need to consider when you begin your search.
Question 2 (40%)
(a) Use the PEO framework to formulate a research question seeking to describe and more fully understand a specific aspect of the population or their experience, that you would need to have answered before developing or adapting any intervention programs for young people at the Banksia Hill detention centre.
(b) Identify the key concepts in the question, and identify any alternative terms that you would need to consider when you begin your search.
Question 3 (20%)
(a) Present the question posed in Week 2, Question 3. Revise that question so that it meets either a PICO or PEO framework
(b) Give a brief explanation about what you have learned in this process.
Feedback
1. FORMULATING A PICO QUESTION (40%)
N |
Pass |
Credit |
Distinction |
High Distinction |
|
Uses the PICO framework to formulate and present an answerable question about effectiveness or prevention (20 marks) |
No response or Question is not in PICO format |
Basic question, with some errors |
Competent question in correct format |
Competent and relevant question in correct format |
Accurately presented and relevant question |
Identifies core concepts (10 marks) |
No response Concepts are not accurate or appropriate |
Basic concepts presented |
Competent identification of concepts |
Relevant concepts presented |
Accurate and concise concepts presented |
Identifies alternate terms (10 marks) |
No response Alternate terms are not accurate or appropriate |
Basic alternate terms presented |
Competent identification of alternative terms |
Relevant alternative terms presented |
Accurate and highly relevant alternative terms presented |
2. FORMULATING A PEO QUESTION (40%)
N |
Pass |
Credit |
Distinction |
High Distinction |
||
Uses the PEO framework to formulate and present an answerable question – which describes and seeks to understand the situation (20 marks) |
No response or Question is not in PEO format |
Basic question, with some errors |
Question in correct format |
Competent and relevant question in correct format |
Accurately presented and relevant question |
|
Identifies core concepts (10 marks) |
No response Concepts are not accurate or appropriate |
Basic concepts presented |
Competent identification of concepts |
Relevant concepts presented |
Accurate and concise concepts presented |
|
Identifies alternate terms (10 marks) |
No response Alternate terms are not accurate or appropriate |
Basic alternate terms presented |
Competent identification of alternative terms |
Relevant alternative terms presented |
Accurate and highly relevant alternative terms presented |
|
3. REVISING THE RQ POSED IN WEEK 2, Q3 (20%)
N |
Pass |
Credit |
Distinction |
High Distinction |
|||
Provides revised question (5 marks) |
No response or Question is not in PICO format |
Basic question, with some errors |
Question in correct format |
Competent and relevant question in correct format |
Accurately presented and relevant question |
||
Reflection on learning (15 marks) |
No response Alternate terms are not accurate |
Basic reflection |
Competent reflection |
Reflection on relevant issues presented |
Accurate and concise reflection |
[supanova_question]
Santa Monica College Premier Protection Services Marketing Plan Paper Business Finance Assignment Help
A business plan is a written document that describes an idea for a product or service and how it will make money. It includes your marketing plan as well as estimates for revenue, expenses, and how to make a profit.
For this assignment, your focus will be presenting the marketing portion of this junior business plan.
- What is the name of your business?
- Why do I need this?
- A business plan is like a roadmap. It allows you to plan out the various aspects of your business on paper, and keeps you from making unnecessary mistakes later on. It helps an entrepreneur think about the costs associated with starting a business and show banks that you are serious about your
- IDEA
- What is your big idea? (Is it a product? A service?)
- What makes your idea unique? (What do existing products/services not offer that yours will? Why will people buy it?)
- MARKETING
- Marketing Plan Guidance
1. Before starting on your written plan, you should think about the following questions:
- What is the product or service you are selling?
- Who is your market that will buy the product or service?
- What need does the above market have for your product or service?
- What is the basic message that you would like to send to this market regarding your product?
- What is the best way of getting in contact with your projected market? (i.e.- T.V, Radio, Print, Online)
- Where will you be located?
[supanova_question]
IHP 604 Southern New Hampshire University Health and Medical Care Presentation Health Medical Assignment Help
I’m working on a health & medical presentation and need a sample draft to help me study.
In this assignment, you will review infection rate data related to central line-associated bloodstream infections (CLABSIs), catheter-associated urinary tract
infections (CAUTIs), and surgical site infections (SSIs) after colon surgery. Using the information provided in the Raw Data Example document, prepare a
PowerPoint presentation to discuss with the organization’s operational excellence committee.
Think about how the data throughout your readings and course activities to date could have been assembled. Be prepared to cover the following:
How was data was collected, and who collected it?
What fields in the EHR were used to gather the information?
What is the impact of meaningful use on data collection, EHR design, and quality outcomes?
What are the implications of not collecting the data?
What does the data tell you about the quality of patient care from 2015 to 2016? Is the overall infection rate higher or lower in 2016 when compared
with 2015?
What is leadership’s role in disseminating the information and identifying ways to sustain or reduce the infection rates? 10-15 slides
[supanova_question]
Rasmussen College Language And Literacy Lesson Plan Preschool Template Humanities Assignment Help
Focusing on specific activities that foster meaningful language use for preschoolers is key to creating an environment of active learning. Careful lesson planning that involves knowledge of language stages helps support this type of environment.
Apply what you have learned regarding stages in language and literacy development to create a lesson plan for preschoolers. Identify the specific goal or language skill, and create a lesson that will support this stage in development.
To complete this assignment, download and complete the lesson plan template below.
Language & Literacy Lesson Plan – Preschool
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:
[supanova_question]
[supanova_question]
Denver Family Institute Skin Eye and Ear Disorders Chief Complaint Cases Study Health Medical Assignment Help
Case 1 | Case 2 | Case 3 | |
Chief Complaint (CC) |
A 57-year-old man presents to the office with a complaint of left ear drainage since this morning. | A 45-year-old female presents with a complaint of an itchy red rash on her arms and legs for about two weeks. | A 11-year-old female patient complains of red left eye and edematous eyelids. Her mother states the child complains of “sand in my left eye.” |
Subjective | Patient stated he was having pulsating pain on left ear for about 3 days. After the ear drainage the pain has gotten a little better. |
She has been going on a daily basis to the local YMCA with children for Summer camp. | Patient noticed redness three days ago. Denies having any allergies. Symptoms have gotten worse since she noticed having the problem. |
Objective Data | |||
---|---|---|---|
VS | (T) 99.8°F; (RR) 14; (HR) 72; (BP) 138/90 | (T) 98.3°F; (RR) 18; (HR) 70, regular; (BP) 118/74 | (T) 98.2°F; (RR) 18; (HR) 78; BP 128/82; SpO2 96% room air; weight 110 lb. |
General | well-developed, healthy male | healthy-appearing female in no acute distress | well-developed, healthy, 11 years old |
HEENT | EAR: (R) external ear normal, canal without erythema or exudate, little bit of cerumen noted, TM- pearly grey, intact with light reflex and bony landmarks present; (L) external ear normal, canal with white exudate and crusting, no visualization of tympanic membrane or bony landmarks, no light reflex EYE: bilateral anicteric conjunctiva, (PERRLA), EOM intact. NOSE: nares are patent with no tissue edema. THROAT: no lesions noted, oropharynx moderately erythematous with no postnasal drip. |
EYES: no injection, no increase in lacrimation or purulent drainage; EARS: normal TM: Normal |
EYES: very red sclera with dried, crusty exudates; unable to open eyes in the morning with the left being worse than the right |
Skin | No rashes | CTA AP&L | CTA AP&L |
Neck/Throat | no neck swelling or tenderness with palpation; neck is supple; no JVD; thyroid is not enlarged; trachea midline |
mild edema with inflammation located on forearms, upper arms, and chest wall, thighs and knees; primary lesions are a macular papular rash with secondary linear excoriations on forearms and legs |
- What other subjective data would you obtain?
- What other objective findings would you look for?
- What diagnostic exams do you want to order?
- Name 3 differential diagnoses based on this patient presenting symptoms?
- Give rationales for your each differential diagnosis.
Denver Family Institute Skin Eye and Ear Disorders Chief Complaint Cases Study Health Medical Assignment Help[supanova_question]
San Diego State University Importance of Agriculture as A Culture Discussion Humanities Assignment Help
Please respond to the following questions in a post of no fewer than 150 words. Tate Walker highlights two projects that are “trying to put the culture back in agriculture” (1084). What does that statement mean and what is its underlying concept abut culture? How well does Walker explain that concept? What examples, facts, or other types of evidence does Walker use to illustrate this important point?
TATÉ WALKER (they/them) is a Lakota (Cheyenne River Sioux, South Dakota) writer, photographer/videographer, and indigenous rights activist living in Phoenix. This article was published in 2015 in Native Peoples: The Journal of the Heard Museum. The Heard is an art museum in Phoenix founded in 1929 and dedicated to advancing American Indian art.
IN THE MIDST of Colorado Springs’ urban sprawl, Monycka Snowbird (Ojibwe) raises fowl, goats, rabbits, and indigenous plants to feed and make household products for her family and neighbors.
About 650 miles north in a sprawling rural landscape on the Cheyenne River reservation in South Dakota, Karen Ducheneaux (Lakota) and her
tiospaye1 are slowly building a series of ecodomes and straw bale
buildings powered by solar, wind, and water in an effort to disconnect from pollutants of mind, body, and earth.
The two women represent a growing number of Native people and organizations in the United States both on and off tribal land committed to leading clean, sustainable, and culturally competent lives.
The efforts of individuals like these women, in addition to the prevalence of companies specializing in mainstreaming indigenous foods and non-profits committed to building energy efficient and sustainable housing in tribal communities, highlight the popularity and return of such lifestyles.
Monycka Snowbird works in the yard.
Tiospaye. Walker doesn’t define it, but context clues help you understand. Using a word or phrase from an additional language can be an effective choice; check out pp. 685–93 to find out more.
“Our people had this tiospaye system, where you really made a life with the people you felt close to, and had skills that complemented each other,” says Ducheneaux. “We’ve spent generations at this point getting away from that beautiful system, and we’re taught the only way to be
successful is to follow the American dream, which is one of autonomy and being paid for your skills.”
The American dream, Ducheneaux says, doesn’t work on the reservation.
“It’s not in our nature to turn our back on people who need us,” she continues. “Our people without even realizing it sometimes are still living in a tiospaye system, because any success we’ve had as a people—success in material wealth—is because we can depend on each other.”
Studies show food stability, affordability, and access is severely limited for Native communities. According to a report from the USDA’s Economic Research Service released in December, just 25.6 percent of all tribal areas were within a mile’s distance from a supermarket, compared with 58.8 percent of the total U.S. population.
The latest USDA data also shows 23.5 million people nationwide live in a food desert—that is to say, their access to a grocery store and healthy, affordable food is limited—and more than half of those people are low income. Many tribal communities and urban areas with high populations of Native people are considered food deserts.
Given the staggering rates of poverty, diseases like diabetes, and unemployment for Natives nationwide—higher for those living on reservations—both Snowbird and Ducheneaux point to the many economic and health benefits of individuals creating their own energies, whether it’s food, fuel and power, or social capital.
Returning to traditional roots in a literal sense is also what drives Snowbird, who has lived in Colorado Springs for more than 20 years. “We as indigenous people have gotten farther away from our traditional food sources than anyone else in this country, and I think that’s why we have this sort of swelling epidemic of diabetes and obesity in Indian Country, because we’re losing the knowledge of our traditional foods,” says Snowbird, 40.
Some 440,000 people live in the Colorado Springs area, and Snowbird works with both Native and non-Native organizations throughout her region to educate and promote the benefits of urban food production, known in some places as backyard or micro farming. She leads
educational classes for children and adults, including seed cultivation, plant recognition, harvesting, livestock butchering, and more.
“You can’t be sovereign if you can’t feed yourself,” says Snowbird, borrowing a line from Winona LaDuke (Anishinaabe), an environmental activist and founder of Honor the Earth. “One of the ways colonizers controlled Indian people was to take our food sources away. Let’s reclaim our food.
“We have to teach our kids it’s not just about preserving our cultures and language; it’s about restorative stewardship and about knowing where food comes from, who tribally it comes from,” Snowbird says. “Indigenous food is medicine. And food brings everyone together.” . . .
Snowbird learned to appreciate indigenous food systems from her father, who hunted wild game and imparted an appreciation for knowing where your dinner comes from and how to prepare it beyond simply opening a box and heating up the contents.
But being known throughout Colorado Springs as “the Goat Lady” and earning a reputation as a knowledgeable indigenous educator didn’t happen until a few years ago, when Snowbird spearheaded a city-wide movement to change and educate people on the local laws of urban food production.
Now Snowbird manages the Colorado Springs Urban Homesteading support group, which boasts roughly 1,200 members. Through that group, Snowbird leads several classes per season on animal husbandry, butchering, and more with her fiery brand of wit and know- how.
Perhaps closer to her heart, however, are the lessons she imparts to the city’s urban Native youth. Colorado Springs School District 11, in which Snowbird’s two daughters, ages 11 and 13, are enrolled, has the only Title VII Indian Education Program in the city.
“I talk to Title VII kids about what indigenous food is—that it’s not just buffalo or corn,” she explains. “I try to break it down for them in terms of what they ate at lunch that day, even if it was junk food.”
Thanks in large part to Snowbird’s efforts, the program has several garden beds and a greenhouse growing traditional Native edibles, including Apache brown-striped sunflower seeds, . . . Pueblo chiles, and more.
“I come in sometimes and kids are bouncing off all the walls,” Snowbird says. “But the moment you get their hands in the dirt, it’s like all that contact with the earth just calms them.”
The children also learn to grow, harvest and cook with chokecherries, prickly pears, beans, and other local vegetation.
“Starting the kids off with food lets us also discuss Indian issues without putting people on the defensive,” Snowbird explains. “It’s hard to get mad when you’re talking about food.”
Re-introducing and re-popularizing indigenous foods and traditional cooking, especially among Native youth, will help strengthen Native people and the communities they live in, Snowbird insists.
Snowbird admits maintaining a lifestyle committed to food sovereignty can be hard on her tight budget. However, she says it helps her save and earn money in the long run. Snowbird is able to collect, grow, use and sell or barter with the milk, eggs, meat, vegetables, cleaning and toiletry items, and other useful goods produced on her property.
“I’m not completely self-sufficient by any means. But urban homesteading . . . is about as traditional as you can get,” she insists. “It’s living off the land within the radius of where you live and knowing the Creator has put what you need right where you are.” . . .
For outsiders following along on Facebook as Ducheneaux and her family transition to living efficiently and sustainably, the process of building an ecodome and maintaining a traditional garden may have seemed as easy as digging a hole.
Except that the hole in question—12 feet across and 4 to 6 feet deep in which the ecodome sits—took three months to dig out back in 2012, thanks to heavy rains and a landscape of gumbo.
“It was so much work,” Ducheneaux recalls. “We had to move the gumbo out one wheelbarrow at a time
Weaving textiles and harvesting corn, two ways Snowbird practices sustainability.
But the effort, shared by about seven members of Ducheneaux’s tiospaye—including her mom, siblings, and their spouses, as well as volunteers—has been well worth it.
On 10 acres of family land on the Cheyenne River reservation, Ducheneaux and her family are creating the Tatanka Wakpala Model Sustainable Community. The family has funded the project with help from Honor the Earth and Bread of Life Church . . .
The shell of the small, ecodome home—which the family learned to build via video and trial-by-error—is complete, and a garden featuring plants indigenous to the area produces hundreds of pounds of produce each year.
Considering hers is a reservation located within counties consistently listed as some of the poorest in the nation, and recognizing the tribe suffers from insufficient and inefficient housing where utility bills can reach into the high hundreds or more during the winter months, Ducheneaux hopes her family’s model sparks a trend for other tribal members.
“We really believe that even people who aren’t eco-friendly will be inspired by our use of wind and solar energy. We put up our own electric system and we’ll never have to pay another utility bill,” Ducheneaux says.
“We were waiting for the blueprint to drop in our laps. Then we realized no one was going to do it for us, so we said we’d do it ourselves. We’ll make mistakes and figure it out.”. . .
“What we have going on out there is a desire to be more self-sufficient. When we sat around talking about this, we asked ourselves, ‘What do we need?’” Ducheneaux explains. “We needed to start feeding ourselves and taking responsibility for our own food needs. . . . Not just growing food and raising animals, but going back to our Lakota traditions and treating the Earth respectfully by using what it gives us.” . ..
Living in an urban or reservation setting provides those who want to live sustainably unique challenges, both Snowbird and Ducheneaux say.
“One of the challenges is being so far away from everything,” Ducheneaux says of rural reservation life. “For a lot of our volunteers, it’s eye-opening for them that the hardware store is a one-hour trip just in one direction.”
Planning far ahead is key, Ducheneaux says.
Infrastructure, including a severe lack of Internet connectivity, weather, and a disinterested tribal government can also be setbacks, although Ducheneaux notes the latter can benefit sustainability projects due to few, if any, restrictions on things like harvesting rainwater or land use.
For urban Natives, being disconnected from tribal knowledge—for instance, the indigenous names and uses of plants—is a major disadvantage, Snowbird said.
When someone in the community comes forward with that knowledge, it’s often exploited for profit, and the people who would benefit most— namely Native youth—are left out.
“I always find it surprising how removed from the whole food process people are; they don’t know or care where their food comes from,” says Snowbird, who harvests edibles on hikes through the mountains or on strolls through downtown. She tries to combat this by giving eggs and
other food produced on her property to those who wouldn’t—or couldn’t —normally buy organic in a supermarket.
“Pretty soon those people are asking me for more eggs and then we’re talking about how they can get started with chickens in their backyard or growing herbs on their window sills,” Snowbird says, adding those conversations eventually lead to discussions on indigenous issues, regardless of whether the person is Native or not. “We’re trying to put the culture back in agriculture.
[supanova_question]
UCSB 2004 The Life Aquatic with Steve Zissou Film Central Conflict Discussion Writing Assignment Help
“The Life Aquatic with Steve Zissou” (2004).
Wes Anderson turns again to the family in “The Life Aquatic with Steve Zissou” (2004) in the four central characters of the film – Steve Zissou, Ned Plimpton, the pregnant British reporter Jane Winslett-Richardson (Cate Blanchett), and Alistair Hennessey (Jeff Goldblum), and of course, there is Eleanor Zissou (Anjelica Huston), the estranged wife living in one of Hennessey’s Italian villas. Discuss the conflicts between these characters and do you think that the hunt for killer jaguar shark provides the vehicle for any reconciliation between them?
[supanova_question]
IHP 420 SNHU Malpractice Case Final Project Describe the Case Worksheet Health Medical Assignment Help
For Final Project I: Malpractice Case, you will analyze a case provided within the Final Project I Guidelines and Rubric document. First, you will complete the Describe the Case Worksheet to start the analysis of your case. One common method of case analysis is called the Issue, Rule, Application, and Conclusion (IRAC) method. For this task, you will only be completing the “Issue” portion of the IRAC method.
To complete this assignment, review the Describe the Case Worksheet Rubric document.
Note: This activity is one of many that will contribute to the completion of the final projects. See the Final Project Assignment Table for more information.
[supanova_question]
HIT 420 Denver School of Nursing Implementing Informatics Systems Paper Health Medical Assignment Help
In this writing assignment, you will write a one- to two-page paper in which you explain the implementation of an informatics system.
Step 1 Reflect on your encounters with healthcare informatics systems you may have used in the clinical setting (either as a practicing nurse or as a student in the clinical setting).
Step 2 Address the following questions as you write your paper:
- Explain implementation strategies (name at least three) that could be used for successful use and adoption of a new informatics system.
- What barriers might exist during the implementation of a new informatics system?
- Describe types of staff education strategies (name at least two) that would be helpful.
- What support should be offered to users after the implementation of a new informatics system?
Cite any sources in APA 7th edition format.
[supanova_question]
Grand Canyon University Applied Change Theory for Collaboration Essay Health Medical Assignment Help
Grand Canyon University Applied Change Theory for Collaboration Essay Health Medical Assignment Help