Leadership Experience C493 Task 2

  This is the rubric for task 2,

A professional portfolio will showcase your knowledge and skills to prospective employers and will increase your marketability as a baccalaureate-prepared nurse. This portfolio will help you, as a nurse, hone in on the concepts, strengths, and critical-thinking abilities that define professional nursing practice. Throughout your time at WGU, you have developed skills and knowledge that distinguish your practice as that of a baccalaureate-prepared nurse. Items that display your skills and knowledge will be showcased in this professional portfolio. You should organize your portfolio around the four areas of professional nursing practice: quality and safety, advanced evidence-based practice, applied leadership, and community and population health. This portfolio will expand on the portfolio you already created in your Professional Roles and Values course.

REQUIREMENTS

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Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A.  Complete the following, using OneNote:

Note: The directions to access and use your e-portfolio can be found in the web links section below, which will take you to the “Knowledge Base Article.”  

1.   Create a professional mission statement (suggested length of 1 paragraph) that includes the following:

•  a representation of your career goals, your aspirations, and how you want to move forward with your career

•  an overview of where you would like to focus your time and energies within the profession

a.   Reflect on how your professional mission statement will help guide you throughout your nursing career.

2.   Complete a professional summary (suggested length of 3–4 pages) that includes the following:

a.   Explain how the specific artifacts or completed work or both in your portfolio represent you as a learner and a healthcare professional.

b.   Discuss how the specific artifacts in your portfolio represent your professional strengths.

c.   Discuss challenges you encountered during the progression of your program.

i.   Explain how you overcame these challenges.

d.   Explain how your coursework helped you meet each of the nine nursing program outcomes.

Note: Refer to the attachment “Nursing Conceptual Model.”

e.   Analyze how you fulfilled the following roles during your program:

•    scientist

•    detective

•    manager of the healing environment

f.   Discuss how you have grown professionally since the beginning of your program.

B.  Complete the following within the section “Quality and Safety”:

1.   Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in Professional Roles and Values, including any necessary changes to your definition.

a.   Discuss how the program assisted you in developing your professional definition.

b.   Identify the artifacts in your portfolio that support your definition.

i.   Explain how these artifacts support your definition from part B1.

Note: The artifacts should be attached within the portfolio.

2.   Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional nurse.

C.   Complete the following within the section “Evidence-Based Practice”:

1.   Reflect (suggested length of 1 page) on your professional definition of evidence-based practice developed in Professional Roles and Values, including any necessary changes to your definition.

a.   Discuss how the program assisted you in developing your professional definition.

b.   Identify the artifacts in your portfolio that support your definition.

i.   Explain how these artifacts support your definition from part C1.

Note: The artifacts should be attached within the portfolio.

2.   Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:

a.   Discuss how you are able to evaluate current primary research and apply the concepts to your nursing practice, considering the following:

•    relevancy and believability of data

•    differences between quality improvement and research (places and uses of each)

•    differences between primary and secondary research and resources and the implications of each in clinical practice

b.   Explain how your experience in the program helped you achieve excellence in evidence-based practice.

D.   Complete the following within the section “Applied Leadership”:

1.   Reflect (suggested length of 1 page) on your professional definition of applied leadership you developed in Professional Roles and Values, including any necessary changes to your definition.

a.   Discuss how the program assisted you in developing your professional definition.

b.   Identify the artifacts in your portfolio that support your definition.

i.   Explain how these artifacts support the definition from part D1.

Note: The artifacts should be attached within the portfolio.

2.   Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:

a.   Discuss the importance of professional collaboration for effective nursing leadership.

E.   Complete the following within the section “Community and Population Health”:

1.   Reflect (suggested length of 1 page) on your professional definition of community and population health you developed in Professional Roles and Values, including any necessary changes to your definition.

a.   Discuss how the program assisted you in developing your professional definition.

b.   Identify the artifacts in your portfolio that support your definition.

i.   Explain how these artifacts support the definition from part E1.

Note: The artifacts should be attached within the portfolio.

2.   Summarize (suggested length of 1 page) your Community and Population Health task by doing the following:

a.   Discuss what you learned during your Community Health Nursing task.

b.   Discuss what you learned that led to your community diagnosis.

c.   Discuss how your initial focus and diagnosis evolved after working with your population.

3.   Discuss the importance of the American Museum of Natural History (AMNH) certificate for your future role as a professional nurse.

F.   Provide an appendix to your portfolio by doing the following:

1.   Include all the documents, prior assignments, and additional items that are examples of your best work to support your mastery of all sections given in parts B, C, D, and E.

2.   Include the following materials:

•    the attached “Nursing Conceptual Model”

•    a link to the current IHI Course Catalog

3.   Provide an updated professional résumé.

Note: If you have a LinkedIn account, you can take a screenshot and include a copy with the rest of your documents.

4.   Provide professional references, using one of the following:

•    a professional reference questionnaire

•    a full letter of recommendation

•    a list of four professional references

5.   Include a copy of your IHI certificate of completion.

6.   Include a copy of your AMNH certificate of completion.

G.   Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

H.  Demonstrate professional communication in the content and presentation of your submission.

C230 Social Media Paper Tips

 

C230 Task- This document is to assist you with passing task 1 on the first attempt. Please see suggestions in red for each section of the paper. You cannot start this paper until you have your clinical location or sim information. It cannot be submitted for evaluation until the completion of your clinical hours. 

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Part 1: Field Experience Project Submission

Note: Your timelog must be submitted with your assessment. If both are not submitted at the same time, your task may be returned to you without evaluation. You will use the Qualtrics link to complete the time log. Once you have completed it in full you will submit it and wait for an email of the document to then save as a word document (paste it in landscape and be sure the entire document is pasted including your signature). Save a word copy as well as a pdf copy to attach to your paper.  If your log needs revisions you can make changes on the word document and again save as a pdf and send it with your paper upon resubmission.

A.  Submit a completed “Community Health Field Experience Timelog” by doing the following: please ensure all of this info is included in every entry.

1.  Include the date of each activity.

2.  Include a brief description of each day’s activity.

3.  Include the name of the contact person, a working phone number, and a full physical address.

Note:  If an email address is available for the contact person, you may choose to include it.

4.  Include the number of hours spent on each activity (not including preparation time).

5.  Describe how each activity relates to your selected Field Experience topic.

6.  Record a total of 90 hours that meet each of the following requirements:

•  25 assigned simulation activity hours- You did these hours already in C826. You automatically get these hours from C826 task 1 Sentinel City. 

•  65 student planned activity hours based on the hours scheduled by Health Placement

•  a maximum of five individual interview hours (i.e., no more than five interviews, no more than one hour per interview) 

•  no prep time hours (i.e., prep time is not to be included in reported hours)

Note:  Random audits and verification of time log activities do occur. Violation of the WGU Code of Student Conduct or the Academic Authenticity Policy could result in disciplinary action.

Part 2: Social Media Campaign- You will not actually be doing this activity- you are talking about the plan for doing it. 

Note:  The “CDCynergy” web link provided in the web links section below may be useful in completing your social media campaign. The use of this web link is optional, i.e., not required.

B.  Write your community health nursing diagnosis statement. Your topic must be one of the approved topics listed on the Approved topics list.  

1.  Explain how the health concern from your community health nursing diagnostic statement is linked to a health inequity or health disparity within the target population. Here you will identify what population you are focusing on. For example, adults 30-60.

a.  Discuss the primary community resources and primary prevention resources currently in place to address the health concern. What resources are available in your chosen area?

b.  Discuss the underlying causes of the health concern. (this is your related to in your nursing diagnosis)

2.  Discuss the evidence-based practice associated with the Field Experience topic.

a.  Identify data about the selected Field Experience topic from the local (e.g., county), state, and/or national level. What are the local, state, and national statistics? What is the evidence that your campaign is effective? Why should you do it? What is the proof that it will help?

C.  Develop a community health nursing social media campaign strategy that will convey your health message and address the Field Experience topic by doing the following:

1.  Describe your social media campaign objective. What is the goal in healthy people 2020 or 2030 for your topic? That should be the goal here.

2.  Recommend two population-focused social marketing interventions and justify how each would improve the health message related to your selected Field Experience topic. to promote health products and changing health behavior. “Social marketing” is an approach to persuade people to accept ideas and attitudes, perform healthy behaviors, refer to health facilities, and receive health products.

3.  Describe a social media platform you would use that is appropriate for communicating with the target population. Facebook, twitter, youtube, tik tok or any other social media platform you prefer.

a.  Discuss the benefits of the selected social media platform in supporting preventative healthcare.

4.  Discuss how the target population will benefit from your health message. Will your campaign educate the public? Will it encourage behavioral change?

D.  Describe best practices for implementing social media tools for health marketing. What are the best ways to complete your task? summarize the best way to use social media according to the CDC.  a short paragraph.

E.  Create a social media campaign implementation plan by doing the following:

1.  Describe stakeholder roles and responsibilities in implementing the plan. Who are your stakeholders? What will they do? Most project stakeholders have responsibilities to businesses that include educating developers, financing projects, creating scheduling parameters and setting milestone dates.

2.  Discuss potential public and private partnerships that could be formed to aid in the implementation of your campaign. 

3.  Create a specific timeline for implementing your campaign. 

4.  Explain how you will evaluate the effectiveness of the campaign. Ask yourself “how do I know what I did was effective in achieving the goal?

5.  Discuss the costs of implementing your campaign. Remember, resources are also a cost. What is the money, time, and product requirement of the project?

F.  Reflect on how social media marketing supports the community health nurse’s efforts to promote healthier populations.

1.  Reflect on how your social media campaign could apply to your future nursing practice. How can social media help you as a professional nurse down the road? What are the benefits of it? 

G.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. Use APA format for your paper and your in-text citations. Cover page, body of the paper, section headers, and a references page

H. Demonstrate professional communication in the content and presentation of your submission.

Nursingwritingservices.com, Your Best Companion for DNP Capstone Project Writing

 

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Unlock Your Writing Potential: Discover the Best Capella Nursing Writing Services with FlexPathExperts.com

 Introduction:

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Help With Capella Flexpath Assessments

As a student at Capella University’s FlexPath program, you know that the assessments can be challenging. With the flexibility to complete assignments at your own pace, it’s easy to fall behind or become overwhelmed by the workload. Fortunately, FlexPath Experts is here to help.


FlexPath Experts is a team of experienced professionals who specialize in assisting students with their Capella FlexPath assessments. Whether you need help with research, writing, or editing, our team of experts can provide the support you need to succeed in your academic endeavors.

FlexPath Program Overview

The FlexPath program is designed to provide students with a self-paced learning experience. The program is competency-based, which means that you can move through the coursework as quickly as you are able to demonstrate mastery of the material. The program is divided into four terms per year, with each term lasting 12 weeks.

The FlexPath program is ideal for students who have a clear understanding of their career goals and the skills and knowledge they need to achieve them. This program allows students to move through the coursework at their own pace, which means that they can complete their degree in a shorter amount of time than in traditional degree programs.

Assessments in the FlexPath Program

Assessments in the FlexPath program are designed to assess your mastery of the material. You will be required to complete a variety of assessments, including essays, research papers, projects, and exams. Each assessment is designed to test your knowledge and understanding of the course material.

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Tips for a Successful IRB Application

If you are a researcher, you know that obtaining Institutional Review Board (IRB) approval is an essential step before conducting any study involving human subjects. The IRB review process ensures that research is conducted in an ethical and safe manner. However, the IRB application process can be complicated, and even minor mistakes can lead to delays or denial of approval. In this blog post, we'll provide you with some tips for a successful IRB application.

Start Early

The IRB application process can be lengthy, so it's essential to start early. Begin by identifying the members of your research team and the roles each member will play. Next, prepare a detailed study protocol that includes the research question, background information, methodology, and data analysis plan. Be sure to include all necessary documents, such as consent forms, recruitment materials, and questionnaires, in your application.

Follow the IRB Guidelines

The IRB has specific guidelines and regulations for the conduct of human subjects research. Be sure to familiarize yourself with these guidelines and ensure that your application complies with all applicable regulations. The IRB provides detailed guidance documents and resources to help you prepare your application, so take advantage of these resources.

Be Thorough and Accurate

The IRB will review your application in detail, so it's crucial to be thorough and accurate. Double-check all of your forms and documents for errors and make sure that all necessary information is included. The IRB will be looking for a well-written and well-organized application, so take the time to ensure that your application is easy to read and understand.

Address Ethical Considerations

The IRB review process is designed to ensure that research involving human subjects is conducted ethically. Your application must address all ethical considerations, including the potential risks and benefits to participants, informed consent, privacy, and confidentiality. Be sure to describe how you will address these issues in your study protocol and provide a plan for addressing any potential ethical concerns that may arise during the study.

Be Clear and Concise

The IRB members who will review your application are likely to be busy professionals with limited time. Make sure that your application is clear and concise, and avoid using jargon or overly technical language. Be sure to provide a clear and concise summary of your study, including the research question, hypothesis, methods, and expected outcomes

.Follow Up with the IRB

After submitting your application, it's important to follow up with the IRB to ensure that your application is reviewed in a timely manner. Keep in mind that the IRB may have questions or concerns about your application, so be prepared to provide additional information or clarification if needed. Be sure to respond to any requests from the IRB promptly.

Maintain Communication with the IRB

Maintain open communication with the IRB throughout the study. If any changes are made to the study protocol, be sure to submit an amendment to the IRB for review and approval. Also, keep the IRB informed of any unanticipated problems or adverse events that occur during the study. This will help ensure that the study remains in compliance with IRB regulations.

Stay Up-to-Date with IRB Regulations

The IRB regulations and guidelines are subject to change, so it's important to stay up-to-date with any updates or revisions. Regularly check the IRB website for any new guidance or resources that may be relevant to your study. Staying informed will help you maintain compliance with all IRB regulations and avoid any potential issues or delays.

In conclusion, a successful IRB application requires careful planning, attention to detail, and compliance with all relevant regulations and guidelines. By following these tips, you can increase your chances of receiving IRB approval and successfully conducting your study. Remember

Nursing case study

Introduction
The scenario is of a nine years Old Tony care as provided by the registered nurse in a community and primary healthcare setting, whereas a community health care worker within the rural, suburban neighborhood. The scenario happens in during the school day where the teacher to Tony shared her concern for Tony. According to Tony's medical history, he had been diagnosed with Type 1 diabetes mellitus some months back; this has also caused him to be absent in school several times. According to the teacher, she has tried to provide Tony with a lot of support for Tony while he is attending school and check in with him regarding his blood sugar and meal checks, which he has been doing independently (P & Menon, 2013). From the initial assessment, the teacher said that she understood a little about diabetes since her father is also diabetic, meaning that Tony's blood sugar is ‘all over the place.' The teacher has also been providing Tony with more food that is sent from home. However, in my observation, Tony has not been following the diet plan required for diabetics as was advised by the diabetic’s clinic because he and his family are vegetarian and the plan is supposed to include meat.

Tony stays at their home with his three siblings and parents. Apart from him, his mother is also ill and suffers from a nephric syndrome, which has led her to depression since the family moved from Australia three years ago. The teacher has tried to dialogue with Tony’s mother about his diet concerns; however, nothing has changed for Tony. The teacher is also very concerned because Tony has told her that he always does his insulin in the morning as his father leaves for work very early and his mother is often not up yet when he is scheduled to take the insulin (P & Menon, 2013). The teacher also noted that his sibling often has to be absent from school, just like Tony. However, they are in a healthy condition. In this regard, as a nurse, the plan on ensuring Tony follows medication and proper diabetic diet as prescribed in the diabetic clinic.

Nursing Care
After the consultation with Tony's teacher, the specific aspect of nursing care currently required was to admit Tony to the self-management education course since he was still at elementary school age. This is supposed to be organized regarding the structured curriculum and the scheduled time based on international standards. Among the element of care would include behavioral therapy, the primary purpose of providing this type of care approach is to establish a patient-centered, systems-oriented, and highly individualized plan (Jayakumar & Prasanna, 2013). The care approach will primarily focus on Tony’s needs and characteristics. Because he is at the development and growth stage, it will be essential to enroll him in a group of other diabetic children living together in a kind of youth hostel. The atmosphere will be a reaction and shall have child-appropriate activities like leisure time and trips, circus activities, and mimicking healthy daily life. Tony's developmental stage is critical as will affect the way he is going to accept his situation as a diabetic and the fact that he shall have to live with the condition all through his life (Chiang et al., 2018).

However, with the companionship and development of new friends with other diabetic children will positively counter this since it will bring him a sense of normalcy to the condition. Struggling with equal difficulties and having to learn coping skills as a group helps to relieve the isolation feelings in the children. Also, they will be well taken care of by other young adults who are experiencing the same condition and have been able to manage it. Tony must undergo the self-management education since it will provide him with details of the diseases, allow for the blood glucose monitoring and interpretation, physiologic response, calculating and injecting insulin, proper diet intake and other relevant information and skills. All of these will be integrated into normalcy and leisure activities (Chiang et al., 2018). One of the main goals for this care plan is to train Tony to manage the condition unobtrusively; however, inspire him not to make it the focus of his life. The initial point of the training will look at the particular problems that Tony encounters daily, expectations, wishes, and goals. This will also include his social, cultural, and family background. It will be relevant to make excessive use of Tony's useful resources which have to be first discovered. In all the time process of care, Tony will be an active and participating partner.

The principles of child-centered care will be incorporate where each day the individual learning units are going to be well discussed and planned with Tony. For example, the learning consequences of physical activities regarding his glucose control and ways that he can prepare for it like ensuring he has eaten in advance. Whenever Tony learns new skills, he is going to be rewarded. In the times of social gatherings and the evening, Tony will be allowed to choose a small toy out of a box while the other children congratulate him. It will also be essential to avoid punishment (Wolfsdorf, Glaser, & Sperling, 2006). No activity should be forbidden, and everything should be allowed; however, this will be done under high supervision. Apart from the primary nurse caregiver, the training will also entail a team of Pediatric diabetes specialists, diabetes adviser, an endocrinologist, a Pediatric nurse, a dietician, a teacher, and a child and adolescent psychiatrist. It will also be essential to involve Tony's parents and sister’s including close friends as they will be vital in ensuring the implementation of self-management; however, they will not always accompany Tony during the course. The results of the care approach are to ensure that Tony learns to inject herself through various injection sites. Considering is perceptual challenges, he is going to be intensely trained to notice and interpret correctly any hypoglycemia symptoms, to adhere to blood glucose monitoring schedules, handle the metabolic status of activities and to calculate the dosage of insulin (Wolfsdorf, Glaser, & Sperling, 2006).

Communication
One of the issue with connection during this care plan was that Tony suffered from dyscalculia, which is difficulty in making arithmetical calculations due to a brain disorder. To address the question thus, specific schemata and tables would be developed with the involvement of Tony's parents. In the tables, the counted carbohydrates will be allocated to a particular factor with respect to multiplication. For example, 30g of carbohydrates x 1.5, this will then be adapted to the blood glucose level. The multiplication factor that will be varied by the child and during the day, all these will have to be adopted by Tony. The schema is also going to enable Tony to determine the right insulin dosage, which is going to ensure his self-management despite having dyscalculia. Other less helpful habits and their potential communication challenges will also be discussed from Tony’s point of view and new arranges are going to be made (Wolfsdorf, Glaser, & Sperling, 2006). Because Tony speaks English as a first language, it will be easy to ensure that adherence and self-management training has been adopted.

There will also be challenges in food intake, as initially observed by Tony's teacher. Tony might end up obese by taking up large food intake in the evening. However, this will be controlled by a food roaster in respect to the dietician. Tony will also be required to participate in all the planning and decisions of all details and all discussions which will take place when Tony felt emotionally comfortable (Jayakumar & Prasanna, 2013). All the self-management goals are going to be written down/ In case the goals are not reached; all the primary reasons will be discussed with the intent recalled. However, this will be done with no hint of blaming and achievement of each intended goal will also be rewarded. This is meant to encourage Tony to adhere to the self-management program.

The principles of family-centered care will also be incorporated in all communication stages, as stated in dealing with dyscalculia. It will also be essential to ensure clear communication and sharing of complete and unbiased information with parents regarding Tony’s condition and self-management development. There will be a sharing of information between the caregiver and Tony's family where the nurse will provide Tony's parents with access to his medical chart. Since tony is still nine years, he may not be required to write on the chart himself but will do this with the help of the nursing caregiver (Jayakumar & Prasanna, 2013).

Conclusion
In summary, the dietary situation, the insulin intake frustration, and stress of the diabetic child and the people in her circles can be substantially improved when the focus of diabetic care is completely changed. In the previous days and despite having a standard medical care, there has often been strong fluctuations in regard to blood glucose levels with a lot of hypoglycaemic episodes and a complete dependence of the child on his teacher even more than his parents, this led to a lot of anxiety, leading to absenteeism in school and social isolation (Jayakumar & Prasanna, 2013). When it comes to diet care, Tony played a passive role. Standardized training and medical information was an important part of care and must be provided in a theoretical, intellectual level, and not specifically accounting for the individual child situation, including her healthy and developmental capacity. The main aspect of the presented intervention was to look at the primary focus regarding diabetic care based on the child and her context, wishes, needs, hurdles and competency and the age-appropriate active collaboration (Jayakumar & Prasanna, 2013). This also entailed the monitoring of laboratory data and other technical factors regarding management that were also removed from the center of focus to become supportive, secondary, and less obtrusive. By providing the systems-oriented care, all the most important factors were well addressed within the similar process. The schedule of self-management training is going to be evolved out of the daily requirements regarding specific requirements of Tony. Rather than maintaining his glucose levels, the main focus of interest will be Tony himself.

References

• Chiang, J. L., Maahs, D. M., Garvey, K. C., Hood, K. K., Laffel, L. M., Weinzimer, S. A.,Schatz, D. (2018). Type 1 Diabetes in Children and Adolescents: A Position Statement by theAmerican Diabetes Association. Diabetes Care, 41(9), 2026-2044. doi:10.2337/dci18-0023
• Jayakumar, R., & Prasanna, A. (2013). Type 2 Diabetes in Children. Diabetes in Children and Adolescents, 30-30. doi:10.5005/jp/books/12092_3
• P, S., & Menon, V. (2013). Diabetes Education in Children with Type 1 and Type 2 Diabetes.
• Diabetes in Children and Adolescents, 150-150. doi:10.5005/jp/books/12092_15
• Wolfsdorf, J., Glaser, N., & Sperling, M. A. (2006). Diabetic Ketoacidosis in Infants, Children, and Adolescents: A consensus statement from the American Diabetes Association. Diabetes Care, 29(5), 1150-1159. doi:10.2337/dc06-9909