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    ## **YVM1 — YVM1 Task 1: Concept Map**

    **Adult Health I — D444**

    **PRFA — YVM1**

    PreparationTask OverviewSubmissionsEvaluation Report

    Competencies

    **7093.6.1** :
    **Applies Care for the HEENT and Integumentary Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations of the head, eyes, ears, nose, throat, and the integumentary system.

    **7093.6.2** :
    **Applies Care for F&E, and Respiratory Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common fluid and electrolyte and acid-base imbalances and alterations in respiratory functions.

    **7093.6.3** :
    **Applies Care for the GU, Reproductive, GI, and Hepatic Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations in genitourinary, reproductive, gastrointestinal, and hepatic functions.

    **7093.6.4** :
    **Applies Care for Pain, Inflammation, Immunity, and Infection**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing pain, inflammation, immunity, and infection.

    **7093.6.5** :
    **Recognizes Diverse Adult Patient Medical Conditions**

    The learner recognizes the cues of diverse adult patients' body systems using the clinical judgment model.

    **7093.6.6** :
    **Recognizes Medical Conditions for a Care Plan**

    The learner recognizes the cues of diverse adult patients' conditions to prepare a plan of care using the nursing process.

    **7093.6.7** :
    **Explains Collaboration with Interdisciplinary Teams**

    The learner explains the importance of collaborating with interdisciplinary teams to promote safety, quality, and improved patient outcomes.

    **7093.6.8** :
    **Explains Pharmacological Care Error Prevention**

    The learner explains how to provide pharmacological care to diverse adult patients using safe, person-centered practices based on principles of medication error prevention.

    **7093.6.9** :
    **Describes How to Promote Well-Being**

    The learner describes strategies to promote health and well-being.

    **7093.6.10** :
    **Describes How to Support Adult Patients**

    The learner describes professionalism, therapeutic communication, teaching, and learning strategies to use with diverse adult patients.

    Introduction

    The Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.

    Requirements

    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. The similarity report that is provided when you submit your task 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.
    Tasks may
    _not_ be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Concept Map:

    Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail. There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference. Note: Do NOT include patient identifiers.

    Please note that you may complete your template in handwritten format as long as your writing is legible and in print, not cursive.

    A.  In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.

    B.  In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.

    C.  Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.

    1.  Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome.  Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.

    D.  In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.

    E.  In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.

    F.  In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.

    G.  In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.

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

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    Rubric

    **A:DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description does not include a review of pathophysiology related to a disease process, disorder, or injury. | **Approaching Competence**<br>The description includes an incomplete or inaccurate review of the pathophysiology related to a disease process, disorder, or injury. Or it is missing key disease components. | **Competent**<br>The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components. |

    **B:RECOGNIZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map is missing all 4 critical cues. | **Approaching Competence**<br>The concept map is missing 1 or more critical cues that are relevant to the patient’s current condition. | **Competent**<br>The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition. |

    **C:ANALYZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The analysis does not make any supporting connections between cues and patient conditions. | **Approaching Competence**<br>The analysis is missing 1 or more supporting connections between cues and patient conditions. Or one or more of the connections is inaccurate or not related to the patient’s conditions. | **Competent**<br>The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions. |

    **C1:PATIENT OUTCOMES CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not identify any cues of concern. | **Approaching Competence**<br>The concept map is missing identification of 1 or more cues of concern related to patient outcome. Or one or more of the cues identified is inaccurate or not related to the patient’s conditions. | **Competent**<br>The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome. |

    **D:PRIORITIZING HYPOTHESES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include hypotheses critical to positive patient outcomes. | **Approaching Competence**<br>One or more hypotheses critical to positive patient outcomes are missing. Or one or more of the hypotheses is inaccurate. Or the hypotheses are not prioritized correctly. | **Competent**<br>The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly. |

    **E:GENERATING SOLUTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include 4 solutions. | **Approaching Competence**<br>One or more solutions does not have appropriate interventions that will positively impact patient outcome or is not appropriate to the care of the patient. | **Competent**<br>The concept map includes 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient. |

    **F:TAKE ACTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is not included. | **Approaching Competence**<br>The description of how the 4 solutions will be prioritized and implemented into the patient’s plan of care is incomplete or inaccurate. | **Competent**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is accurate and complete. |

    **G:EVALUATING OUTCOMES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include a description of how the 4 solutions were effective or ineffective in improving patient outcome or care. | **Approaching Competence**<br>The concept map includes a description of how the 4 solutions were effective or ineffective in improving patient outcome or care, but the description for 1 or more interventions does not accurately explain how that intervention was effective or ineffective in improving patient outcome or care. | **Competent**<br>The concept map includes an accurate and detailed description of how each of the 4 solutions were effective or ineffective in improving patient outcome or care. |

    **H:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    | | | |
    | — | — | — |
    | **Not Evident**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor. | **Approaching Competence**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. | **Competent**<br>This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission. |

    Web Links

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    **## Document1444.docx**

    ·

    Ask for Help Print

    ## **YVM1 — YVM1 Task 1: Concept Map**

    **Adult Health I — D444**

    **PRFA — YVM1**

    PreparationTask OverviewSubmissionsEvaluation Report

    Competencies

    **7093.6.1** :
    **Applies Care for the HEENT and Integumentary Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations of the head, eyes, ears, nose, throat, and the integumentary system.

    **7093.6.2** :
    **Applies Care for F&E, and Respiratory Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common fluid and electrolyte and acid-base imbalances and alterations in respiratory functions.

    **7093.6.3** :
    **Applies Care for the GU, Reproductive, GI, and Hepatic Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations in genitourinary, reproductive, gastrointestinal, and hepatic functions.

    **7093.6.4** :
    **Applies Care for Pain, Inflammation, Immunity, and Infection**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing pain, inflammation, immunity, and infection.

    **7093.6.5** :
    **Recognizes Diverse Adult Patient Medical Conditions**

    The learner recognizes the cues of diverse adult patients' body systems using the clinical judgment model.

    **7093.6.6** :
    **Recognizes Medical Conditions for a Care Plan**

    The learner recognizes the cues of diverse adult patients' conditions to prepare a plan of care using the nursing process.

    **7093.6.7** :
    **Explains Collaboration with Interdisciplinary Teams**

    The learner explains the importance of collaborating with interdisciplinary teams to promote safety, quality, and improved patient outcomes.

    **7093.6.8** :
    **Explains Pharmacological Care Error Prevention**

    The learner explains how to provide pharmacological care to diverse adult patients using safe, person-centered practices based on principles of medication error prevention.

    **7093.6.9** :
    **Describes How to Promote Well-Being**

    The learner describes strategies to promote health and well-being.

    **7093.6.10** :
    **Describes How to Support Adult Patients**

    The learner describes professionalism, therapeutic communication, teaching, and learning strategies to use with diverse adult patients.

    Introduction

    The Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.

    Requirements

    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. The similarity report that is provided when you submit your task 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.
    Tasks may
    _not_ be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Concept Map:

    Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail. There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference. Note: Do NOT include patient identifiers.

    Please note that you may complete your template in handwritten format as long as your writing is legible and in print, not cursive.

    A.  In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.

    B.  In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.

    C.  Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.

    1.  Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome.  Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.

    D.  In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.

    E.  In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.

    F.  In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.

    G.  In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.

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

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    Rubric

    **A:DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description does not include a review of pathophysiology related to a disease process, disorder, or injury. | **Approaching Competence**<br>The description includes an incomplete or inaccurate review of the pathophysiology related to a disease process, disorder, or injury. Or it is missing key disease components. | **Competent**<br>The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components. |

    **B:RECOGNIZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map is missing all 4 critical cues. | **Approaching Competence**<br>The concept map is missing 1 or more critical cues that are relevant to the patient’s current condition. | **Competent**<br>The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition. |

    **C:ANALYZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The analysis does not make any supporting connections between cues and patient conditions. | **Approaching Competence**<br>The analysis is missing 1 or more supporting connections between cues and patient conditions. Or one or more of the connections is inaccurate or not related to the patient’s conditions. | **Competent**<br>The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions. |

    **C1:PATIENT OUTCOMES CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not identify any cues of concern. | **Approaching Competence**<br>The concept map is missing identification of 1 or more cues of concern related to patient outcome. Or one or more of the cues identified is inaccurate or not related to the patient’s conditions. | **Competent**<br>The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome. |

    **D:PRIORITIZING HYPOTHESES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include hypotheses critical to positive patient outcomes. | **Approaching Competence**<br>One or more hypotheses critical to positive patient outcomes are missing. Or one or more of the hypotheses is inaccurate. Or the hypotheses are not prioritized correctly. | **Competent**<br>The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly. |

    **E:GENERATING SOLUTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include 4 solutions. | **Approaching Competence**<br>One or more solutions does not have appropriate interventions that will positively impact patient outcome or is not appropriate to the care of the patient. | **Competent**<br>The concept map includes 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient. |

    **F:TAKE ACTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is not included. | **Approaching Competence**<br>The description of how the 4 solutions will be prioritized and implemented into the patient’s plan of care is incomplete or inaccurate. | **Competent**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is accurate and complete. |

    **G:EVALUATING OUTCOMES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include a description of how the 4 solutions were effective or ineffective in improving patient outcome or care. | **Approaching Competence**<br>The concept map includes a description of how the 4 solutions were effective or ineffective in improving patient outcome or care, but the description for 1 or more interventions does not accurately explain how that intervention was effective or ineffective in improving patient outcome or care. | **Competent**<br>The concept map includes an accurate and detailed description of how each of the 4 solutions were effective or ineffective in improving patient outcome or care. |

    **H:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    | | | |
    | — | — | — |
    | **Not Evident**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor. | **Approaching Competence**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. | **Competent**<br>This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission. |

    Web Links

    **Screenshot_20250731_190314_SamsungInternet.jpg**

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    **## Document1444.docx**

    ·

    Ask for Help Print

    ## **YVM1 — YVM1 Task 1: Concept Map**

    **Adult Health I — D444**

    **PRFA — YVM1**

    PreparationTask OverviewSubmissionsEvaluation Report

    Competencies

    **7093.6.1** :
    **Applies Care for the HEENT and Integumentary Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations of the head, eyes, ears, nose, throat, and the integumentary system.

    **7093.6.2** :
    **Applies Care for F&E, and Respiratory Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common fluid and electrolyte and acid-base imbalances and alterations in respiratory functions.

    **7093.6.3** :
    **Applies Care for the GU, Reproductive, GI, and Hepatic Conditions**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common alterations in genitourinary, reproductive, gastrointestinal, and hepatic functions.

    **7093.6.4** :
    **Applies Care for Pain, Inflammation, Immunity, and Infection**

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing pain, inflammation, immunity, and infection.

    **7093.6.5** :
    **Recognizes Diverse Adult Patient Medical Conditions**

    The learner recognizes the cues of diverse adult patients' body systems using the clinical judgment model.

    **7093.6.6** :
    **Recognizes Medical Conditions for a Care Plan**

    The learner recognizes the cues of diverse adult patients' conditions to prepare a plan of care using the nursing process.

    **7093.6.7** :
    **Explains Collaboration with Interdisciplinary Teams**

    The learner explains the importance of collaborating with interdisciplinary teams to promote safety, quality, and improved patient outcomes.

    **7093.6.8** :
    **Explains Pharmacological Care Error Prevention**

    The learner explains how to provide pharmacological care to diverse adult patients using safe, person-centered practices based on principles of medication error prevention.

    **7093.6.9** :
    **Describes How to Promote Well-Being**

    The learner describes strategies to promote health and well-being.

    **7093.6.10** :
    **Describes How to Support Adult Patients**

    The learner describes professionalism, therapeutic communication, teaching, and learning strategies to use with diverse adult patients.

    Introduction

    The Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.

    Requirements

    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. The similarity report that is provided when you submit your task 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.
    Tasks may
    _not_ be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Concept Map:

    Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail. There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference. Note: Do NOT include patient identifiers.

    Please note that you may complete your template in handwritten format as long as your writing is legible and in print, not cursive.

    A.  In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.

    B.  In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.

    C.  Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.

    1.  Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome.  Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.

    D.  In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.

    E.  In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.

    F.  In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.

    G.  In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.

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

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    Rubric

    **A:DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description does not include a review of pathophysiology related to a disease process, disorder, or injury. | **Approaching Competence**<br>The description includes an incomplete or inaccurate review of the pathophysiology related to a disease process, disorder, or injury. Or it is missing key disease components. | **Competent**<br>The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components. |

    **B:RECOGNIZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map is missing all 4 critical cues. | **Approaching Competence**<br>The concept map is missing 1 or more critical cues that are relevant to the patient’s current condition. | **Competent**<br>The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition. |

    **C:ANALYZING CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The analysis does not make any supporting connections between cues and patient conditions. | **Approaching Competence**<br>The analysis is missing 1 or more supporting connections between cues and patient conditions. Or one or more of the connections is inaccurate or not related to the patient’s conditions. | **Competent**<br>The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions. |

    **C1:PATIENT OUTCOMES CUES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not identify any cues of concern. | **Approaching Competence**<br>The concept map is missing identification of 1 or more cues of concern related to patient outcome. Or one or more of the cues identified is inaccurate or not related to the patient’s conditions. | **Competent**<br>The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome. |

    **D:PRIORITIZING HYPOTHESES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include hypotheses critical to positive patient outcomes. | **Approaching Competence**<br>One or more hypotheses critical to positive patient outcomes are missing. Or one or more of the hypotheses is inaccurate. Or the hypotheses are not prioritized correctly. | **Competent**<br>The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly. |

    **E:GENERATING SOLUTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include 4 solutions. | **Approaching Competence**<br>One or more solutions does not have appropriate interventions that will positively impact patient outcome or is not appropriate to the care of the patient. | **Competent**<br>The concept map includes 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient. |

    **F:TAKE ACTIONS**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is not included. | **Approaching Competence**<br>The description of how the 4 solutions will be prioritized and implemented into the patient’s plan of care is incomplete or inaccurate. | **Competent**<br>The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is accurate and complete. |

    **G:EVALUATING OUTCOMES**

    | | | |
    | — | — | — |
    | **Not Evident**<br>The concept map does not include a description of how the 4 solutions were effective or ineffective in improving patient outcome or care. | **Approaching Competence**<br>The concept map includes a description of how the 4 solutions were effective or ineffective in improving patient outcome or care, but the description for 1 or more interventions does not accurately explain how that intervention was effective or ineffective in improving patient outcome or care. | **Competent**<br>The concept map includes an accurate and detailed description of how each of the 4 solutions were effective or ineffective in improving patient outcome or care. |

    **H:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    | | | |
    | — | — | — |
    | **Not Evident**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor. | **Approaching Competence**<br>This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. | **Competent**<br>This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission. |

    Web Links

    **Screenshot_20250731_190314_SamsungInternet.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250731-190314-samsunginternet-jpg-10365995)

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  • [Solved] C3-3

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    – ## C3-ASS3.docx **## C3-ASS3.docx** **Assessment 3** **Concept Map: The 3Ps and Mental Health Care** [**Instructions**](https://courseroom.capella.edu/courses/49339/pages/assessment-3-instructions?module_item_id=2476056&content_id=887230) [**Resources**](https://courseroom.capella.edu/courses/4933…

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    Assignment Prompt & Instructions

    – ## C3-ASS3.docx

    **## C3-ASS3.docx**

    **Assessment 3**

    **Concept Map: The 3Ps and Mental Health Care**

    [**Instructions**](https://courseroom.capella.edu/courses/49339/pages/assessment-3-instructions?module_item_id=2476056&content_id=887230) [**Resources**](https://courseroom.capella.edu/courses/49339/pages/assessment-3-resources?module_item_id=2476063&content_id=887230)

    Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course.

    Expand All

    **Introduction**

    Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to present a snapshot of symptoms, impacts, treatments, as well as contributing and risk factors, concept maps can improve communication, treatment planning, and health outcomes. Understanding how to create accurate, well-organized, and easy to understand concept maps will help you improve your efficacy as a healthcare practitioner and the outcomes of the patients you work with.

    **Instructions**

    **Before beginning this assessment, make sure that you have completed the three Sentinel U case study activities included in the assessment. These will form the basis of your assessment.**

    For this assessment you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study.

    The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.

    To complete your concept map, you may wish to follow these steps:

    1. Select one of the mental health Sentinel U scenarios:

    · Ivy Jackson, 61 YO, Female, African American.

    · Marco Mancini, 43 YO, Male, Mediterranean.

    · Wesley Blanco, 13 YO, Non-Binary, Filipino, White.

    2. Research the pathophysiology, pharmacology, and physical assessment of the chosen mental health diagnosis within the Sentinel-U case study.

    3. Complete the case study simulation and download the simulation report showing the patient you selected and showing 100% complete.

    4. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · You may wish to use the
    [Concept Map Template [DOCX]](https://courseroom.capella.edu/courses/49339/files/8806660/download), but are also free to create your own.

    5. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    Your assessment submission will be assessed on the following criteria.

    ·
    **Diagnosis:** Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.

    · Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.

    · Ensure you have downloaded the completed Sentinel-U simulation report showing the patient you selected.

    ·
    **Concept Map:** Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.

    ·
    **Organization:** The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.

    · Also, you should make sure that your map is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.

    ·
    **Professional Communication:** The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.

    ·
    **APA format and style:** The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.

    **Additional Requirements**

    ·
    **Concept Map:** 1-page concept map that clearly organizes the 3Ps related to a mental health diagnosis, risk factors, diagnostics, complications, nursing diagnosis, and nursing interventions.

    ·
    **SIM Report:** Ensure you download the completed SIM report showing the patient selected.

    ·
    **Reference List:** Create an APA style reference list for all sources that you used to help build and support the information in your concept map. Include this in the same document as your concept map, but on its own page.

    ·
    **APA Style:** Use current APA style for all in-text citations and any current APA-approved font.

    **Competencies Measured**

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

    · Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.

    · Describe a mental health diagnosis that is supported by relevant and evidence-based sources.

    · Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · The concept map is well-organized and easy to follow, with a clear purpose and goals.

    · Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.

    · Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.

    · Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.

    · The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.

    · The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.

    **Scoring Guide**

    Use the scoring guide to understand how your assessment will be evaluated.

    Expand All

    **Criterion 1**

    **Describe a mental health diagnosis that is supported by relevant and evidence-based sources.**

    **Distinguished**

    Describes a mental health diagnosis that is supported by relevant and evidence-based sources. The diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.

    **Criterion 2**

    **Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.**

    **Distinguished**

    Creates a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The use of evidence to support the concept map is explicit and relevant. The relationships between the concepts are clearly defined.

    **Criterion 3**

    **Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.**

    **Criterion 4**

    **The concept map is well-organized and easy to follow, with a clear purpose and goals.**

    **Distinguished**

    The concept map is well-organized and easy to follow, with a clear purpose and goals. It is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.

    **Criterion 5**

    **The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.**

    **Distinguished**

    The concept map showcases excellent professionalism and effective communication, is free of errors and typos, utilizes appropriate terminology and language, and effectively communicates the key concepts related to the diagnosis.

    **Criterion 6**

    **The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.**

    **Distinguished**

    The reference list is in APA format, exceptionally well-organized and provides comprehensive evidence-based support for the topic, utilizing highly relevant and credible sources.

    PLEASE ENSURE THAT YOU USE

    **## C3-ASS3.docx**

    **Assessment 3**

    **Concept Map: The 3Ps and Mental Health Care**

    [**Instructions**](https://courseroom.capella.edu/courses/49339/pages/assessment-3-instructions?module_item_id=2476056&content_id=887230) [**Resources**](https://courseroom.capella.edu/courses/49339/pages/assessment-3-resources?module_item_id=2476063&content_id=887230)

    Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course.

    Expand All

    **Introduction**

    Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to present a snapshot of symptoms, impacts, treatments, as well as contributing and risk factors, concept maps can improve communication, treatment planning, and health outcomes. Understanding how to create accurate, well-organized, and easy to understand concept maps will help you improve your efficacy as a healthcare practitioner and the outcomes of the patients you work with.

    **Instructions**

    **Before beginning this assessment, make sure that you have completed the three Sentinel U case study activities included in the assessment. These will form the basis of your assessment.**

    For this assessment you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study.

    The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.

    To complete your concept map, you may wish to follow these steps:

    1. Select one of the mental health Sentinel U scenarios:

    · Ivy Jackson, 61 YO, Female, African American.

    · Marco Mancini, 43 YO, Male, Mediterranean.

    · Wesley Blanco, 13 YO, Non-Binary, Filipino, White.

    2. Research the pathophysiology, pharmacology, and physical assessment of the chosen mental health diagnosis within the Sentinel-U case study.

    3. Complete the case study simulation and download the simulation report showing the patient you selected and showing 100% complete.

    4. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · You may wish to use the
    [Concept Map Template [DOCX]](https://courseroom.capella.edu/courses/49339/files/8806660/download), but are also free to create your own.

    5. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    Your assessment submission will be assessed on the following criteria.

    ·
    **Diagnosis:** Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.

    · Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.

    · Ensure you have downloaded the completed Sentinel-U simulation report showing the patient you selected.

    ·
    **Concept Map:** Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.

    ·
    **Organization:** The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.

    · Also, you should make sure that your map is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.

    ·
    **Professional Communication:** The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.

    ·
    **APA format and style:** The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.

    **Additional Requirements**

    ·
    **Concept Map:** 1-page concept map that clearly organizes the 3Ps related to a mental health diagnosis, risk factors, diagnostics, complications, nursing diagnosis, and nursing interventions.

    ·
    **SIM Report:** Ensure you download the completed SIM report showing the patient selected.

    ·
    **Reference List:** Create an APA style reference list for all sources that you used to help build and support the information in your concept map. Include this in the same document as your concept map, but on its own page.

    ·
    **APA Style:** Use current APA style for all in-text citations and any current APA-approved font.

    **Competencies Measured**

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

    · Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.

    · Describe a mental health diagnosis that is supported by relevant and evidence-based sources.

    · Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.

    · The concept map is well-organized and easy to follow, with a clear purpose and goals.

    · Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.

    · Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.

    · Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.

    · The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.

    · The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.

    **Scoring Guide**

    Use the scoring guide to understand how your assessment will be evaluated.

    Expand All

    **Criterion 1**

    **Describe a mental health diagnosis that is supported by relevant and evidence-based sources.**

    **Distinguished**

    Describes a mental health diagnosis that is supported by relevant and evidence-based sources. The diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.

    **Criterion 2**

    **Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.**

    **Distinguished**

    Creates a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The use of evidence to support the concept map is explicit and relevant. The relationships between the concepts are clearly defined.

    **Criterion 3**

    **Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.**

    **Criterion 4**

    **The concept map is well-organized and easy to follow, with a clear purpose and goals.**

    **Distinguished**

    The concept map is well-organized and easy to follow, with a clear purpose and goals. It is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.

    **Criterion 5**

    **The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.**

    **Distinguished**

    The concept map showcases excellent professionalism and effective communication, is free of errors and typos, utilizes appropriate terminology and language, and effectively communicates the key concepts related to the diagnosis.

    **Criterion 6**

    **The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.**

    **Distinguished**

    The reference list is in APA format, exceptionally well-organized and provides comprehensive evidence-based support for the topic, utilizing highly relevant and credible sources.

    PLEASE ENSURE THAT YOU USE

  • [Solved] Don D

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    **Directions for submitting the assignment** 1. All submissions must be typed using double space. 2. Papers must be submitted through Canvas only. 3. All papers must be received on or before the date due on the syllabus or the Canvas calendar. 4. Your paper is to be no longer than 2 typewritten page…

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    Assignment Prompt & Instructions

    **Directions for submitting the assignment**
    1. All submissions must be typed using double space.
    2. Papers must be submitted through Canvas only.
    3. All papers must be received on or before the date due on the syllabus or the Canvas calendar.
    4. Your paper is to be no longer than 2 typewritten pages and a minimum of 1.5 pages of content.
    5. You must cite 2 current sources (within 2 years) and your book or any other textbook, Wikipedia, internet (YouTube), video, or any other non-academic reference material cannot be used as any of the sources.
    6. Sources must be cited according to APA format and must use in-text citations throughout the paper.
    7. Papers must be proof checked for grammar, punctuation, subject/verb agreement, sentence structure, logical flow of ideas, etc.
    8. Papers must also contain the facts, a conclusion, and your recommendations based on the information contained in your sources.
    **The Assignment**
    **"The Economic Consequences of Attempts to Restrict Free Trade"**
    Your submission must contain the following issues:
    – The gains or losses from globalization
    – The pros and cons of trade restrictions
    – The real impact on U.S. jobs
    – The long-run effect of import controls

  • [Solved] Milestone 3 Exhibit

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    In-depth study guidance and analytical solution covering Milestone 3 Exhibit.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Economics August

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    **_Let It Go_ from – “Frozen”** **The Assignment** Go to ["Frozen" – Let It Go](http://broadwayeconomics.com/let-it-go/) 1. Read the synopsis just above the video clip, then view the clip in its entirety. (In some instances the clip only provides lyrics not video.) As you watch the video economic co…

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    **_Let It Go_  from – “Frozen”**
    **The Assignment**
    Go to ["Frozen" – Let It Go](http://broadwayeconomics.com/let-it-go/)
    1. Read the synopsis just above the video clip, then view the clip in its entirety.  (In some instances the clip only provides lyrics not video.)  As you watch the video economic concepts are displayed and provide evidence of how they apply to the video.
    2. Just beneath the video window, you will see " [Discussion Questions for “Let It Go.](https://broadwayeconomics.com/wp-content/uploads/2015/02/Discussion-Questions-for-Let-It-Go.pdf)”  Answer the questions.
    3. If the question(s) require a graph, simply do the graph on a separate piece of paper or use a graphing application, then either import it or take a picture of it then upload it into Canvas.
    4. If the question(s) require a written response you must type your response in **MS Word** only, then upload to Canvas.
    5. Submissions MUST be proofread for spelling and proper grammatical usage.
    6. All submissions must be received on or before the date due on the syllabus or the Canvas calendar.
    7. Any deviation from any 1 of these directions will result in a “0” for this assignment.

  • [Solved] CORRECTIONS 2

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    need to be complete today by 3 pm EST – ## CullenandFrancisChapter11.pdf – ## CORRECTIONS1.docx **## CullenandFrancisChapter11.pdf** CORRECTIONAL THEORY CONTEXT AND CONSEQUENCES Second Edition FRANCIS T. CULLEN University of Cincinnati CHERYL LERO JONSON Xavier University ISAGE **## CORRECTIONS1.doc…

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    Assignment Prompt & Instructions

    need to be complete today by 3 pm EST

    – ## CullenandFrancisChapter11.pdf

    – ## CORRECTIONS1.docx

    **## CullenandFrancisChapter11.pdf**

    CORRECTIONAL

    THEORY
    CONTEXT AND CONSEQUENCES

    Second Edition

    FRANCIS T. CULLEN
    University of Cincinnati

    CHERYL LERO JONSON
    Xavier University

    ISAGE

    **## CORRECTIONS1.docx**

    Exam 3 Instructions: Online PowerPoint Presentation Submission via Zoom

    Assignment Overview: The exam consists of five questions related to the course material covered so far. you must pick four out of the five questions for your presentation

    Instructions:

    1. Prepare Your Exam Presentation:

    Develop a PowerPoint presentation that covers the assigned questions.

    Make sure you are citing the relevant readings from this course, but you may also incorporate readings from previous courses in the master’s program.

    Ensure your slides are clear, concise, and visually engaging.

    Practice your presentation to ensure a smooth delivery.

    Questions: (Pick 4 out of the 5 for your exam presentation).

    1. Cullen and Johnson (2016) discussed the importance of adopting evidence-based practices in the correctional system. How would institutional theory explain why probation agencies do not actually adopt new evidence-based strategies?

    2. As prison sentences became more severe, individuals were incarcerated for longer and longer periods of time. This phenomenon has created an aging inmate population. What are some of the implications of an aging inmate population? Describe what some of the solutions to these problems might be.

    3. Discuss the importance of prisoner reentry. What are some of the problems that policies such as mandatory minimum sentencing laws pose for prisoner reentry?

    4. Cullen and Johnson (2016) describe seven main "theories of corrections." Pick one theory and describe it in detail. What is the goal or justification for sanctioning an offender under this theory? Which policies and practices should be pursued in the correctional system? Is there empirical evidence to support the theory?

    5. What does Pfaff identify as some of the failings in most contemporary arguments (i.e., "the standard story") related to improving corrections in the U.S.? What are his solutions to the problems of mass incarceration?

    YOU MUST CITE EVERY EXAMPLE AND QUESTION!!! EVERY SLIDE SHOULD BE CITED

    Need to elaborate more and expand on the depth of your responses. Make sure you are comprehensively answering the questions being asked.

    Make sure you provide citations any time you make empirical claims. Also, make sure you are citing accurately.

    Use the books to support your claims, be more specific and provide examples of actual court actors, cases, etc. from the book to support your claim.

    BOOK:

    · Rikard, R. V., & Rosenberg, E. (2007). Aging inmates: A convergence of trends in the American criminal justice system. Journal of Correctional Health Care, 13(3), 150-162.

    · Lukemeyer, A., & McCorkle, R. C. (2006). Privatization of prisons: Impact on prison conditions. The American Review of Public Administration, 36(2), 189-206.

    · Travis, J., & Petersilia, J. (2001). Reentry reconsidered: A new look at an old question. Crime & Delinquency, 47(3), 291-313.

    · Cullen, F. T., & Jonson, C. L. (2016). Correctional theory: Context and consequences. Sage Publications.

    · Chapter 1: From Theory to Policy – Evidence Based Corrections (Uploaded)

    · McCorkle, R., & Crank, J. P. (1996). Meet the new boss: Institutional change and loose coupling in parole and probation. American Journal of Criminal Justice, 21, 1-25.

    · Ryan, C., & Bergin, M. (2022). Procedural justice and legitimacy in prisons: A review of extant empirical literature. Criminal Justice and Behavior, 49(2), 143-163.

    · Pfaff: Locked in (book)

    **## CORRECTIONS1.docx**

    Exam 3 Instructions: Online PowerPoint Presentation Submission via Zoom

    Assignment Overview: The exam consists of five questions related to the course material covered so far. you must pick four out of the five questions for your presentation

    Instructions:

    1. Prepare Your Exam Presentation:

    Develop a PowerPoint presentation that covers the assigned questions.

    Make sure you are citing the relevant readings from this course, but you may also incorporate readings from previous courses in the master’s program.

    Ensure your slides are clear, concise, and visually engaging.

    Practice your presentation to ensure a smooth delivery.

    Questions: (Pick 4 out of the 5 for your exam presentation).

    1. Cullen and Johnson (2016) discussed the importance of adopting evidence-based practices in the correctional system. How would institutional theory explain why probation agencies do not actually adopt new evidence-based strategies?

    2. As prison sentences became more severe, individuals were incarcerated for longer and longer periods of time. This phenomenon has created an aging inmate population. What are some of the implications of an aging inmate population? Describe what some of the solutions to these problems might be.

    3. Discuss the importance of prisoner reentry. What are some of the problems that policies such as mandatory minimum sentencing laws pose for prisoner reentry?

    4. Cullen and Johnson (2016) describe seven main "theories of corrections." Pick one theory and describe it in detail. What is the goal or justification for sanctioning an offender under this theory? Which policies and practices should be pursued in the correctional system? Is there empirical evidence to support the theory?

    5. What does Pfaff identify as some of the failings in most contemporary arguments (i.e., "the standard story") related to improving corrections in the U.S.? What are his solutions to the problems of mass incarceration?

    YOU MUST CITE EVERY EXAMPLE AND QUESTION!!! EVERY SLIDE SHOULD BE CITED

    Need to elaborate more and expand on the depth of your responses. Make sure you are comprehensively answering the questions being asked.

    Make sure you provide citations any time you make empirical claims. Also, make sure you are citing accurately.

    Use the books to support your claims, be more specific and provide examples of actual court actors, cases, etc. from the book to support your claim.

    BOOK:

    · Rikard, R. V., & Rosenberg, E. (2007). Aging inmates: A convergence of trends in the American criminal justice system. Journal of Correctional Health Care, 13(3), 150-162.

    · Lukemeyer, A., & McCorkle, R. C. (2006). Privatization of prisons: Impact on prison conditions. The American Review of Public Administration, 36(2), 189-206.

    · Travis, J., & Petersilia, J. (2001). Reentry reconsidered: A new look at an old question. Crime & Delinquency, 47(3), 291-313.

    · Cullen, F. T., & Jonson, C. L. (2016). Correctional theory: Context and consequences. Sage Publications.

    · Chapter 1: From Theory to Policy – Evidence Based Corrections (Uploaded)

    · McCorkle, R., & Crank, J. P. (1996). Meet the new boss: Institutional change and loose coupling in parole and probation. American Journal of Criminal Justice, 21, 1-25.

    · Ryan, C., & Bergin, M. (2022). Procedural justice and legitimacy in prisons: A review of extant empirical literature. Criminal Justice and Behavior, 49(2), 143-163.

    · Pfaff: Locked in (book)

    **## CullenandFrancisChapter11.pdf**

    CORRECTIONAL

    THEORY
    CONTEXT AND CONSEQUENCES

    Second Edition

    FRANCIS T. CULLEN
    University of Cincinnati

    CHERYL LERO JONSON
    Xavier University

    ISAGE

    **## CORRECTIONS1.docx**

    Exam 3 Instructions: Online PowerPoint Presentation Submission via Zoom

    Assignment Overview: The exam consists of five questions related to the course material covered so far. you must pick four out of the five questions for your presentation

    Instructions:

    1. Prepare Your Exam Presentation:

    Develop a PowerPoint presentation that covers the assigned questions.

    Make sure you are citing the relevant readings from this course, but you may also incorporate readings from previous courses in the master’s program.

    Ensure your slides are clear, concise, and visually engaging.

    Practice your presentation to ensure a smooth delivery.

    Questions: (Pick 4 out of the 5 for your exam presentation).

    1. Cullen and Johnson (2016) discussed the importance of adopting evidence-based practices in the correctional system. How would institutional theory explain why probation agencies do not actually adopt new evidence-based strategies?

    2. As prison sentences became more severe, individuals were incarcerated for longer and longer periods of time. This phenomenon has created an aging inmate population. What are some of the implications of an aging inmate population? Describe what some of the solutions to these problems might be.

    3. Discuss the importance of prisoner reentry. What are some of the problems that policies such as mandatory minimum sentencing laws pose for prisoner reentry?

    4. Cullen and Johnson (2016) describe seven main "theories of corrections." Pick one theory and describe it in detail. What is the goal or justification for sanctioning an offender under this theory? Which policies and practices should be pursued in the correctional system? Is there empirical evidence to support the theory?

    5. What does Pfaff identify as some of the failings in most contemporary arguments (i.e., "the standard story") related to improving corrections in the U.S.? What are his solutions to the problems of mass incarceration?

    YOU MUST CITE EVERY EXAMPLE AND QUESTION!!! EVERY SLIDE SHOULD BE CITED

    Need to elaborate more and expand on the depth of your responses. Make sure you are comprehensively answering the questions being asked.

    Make sure you provide citations any time you make empirical claims. Also, make sure you are citing accurately.

    Use the books to support your claims, be more specific and provide examples of actual court actors, cases, etc. from the book to support your claim.

    BOOK:

    · Rikard, R. V., & Rosenberg, E. (2007). Aging inmates: A convergence of trends in the American criminal justice system. Journal of Correctional Health Care, 13(3), 150-162.

    · Lukemeyer, A., & McCorkle, R. C. (2006). Privatization of prisons: Impact on prison conditions. The American Review of Public Administration, 36(2), 189-206.

    · Travis, J., & Petersilia, J. (2001). Reentry reconsidered: A new look at an old question. Crime & Delinquency, 47(3), 291-313.

    · Cullen, F. T., & Jonson, C. L. (2016). Correctional theory: Context and consequences. Sage Publications.

    · Chapter 1: From Theory to Policy – Evidence Based Corrections (Uploaded)

    · McCorkle, R., & Crank, J. P. (1996). Meet the new boss: Institutional change and loose coupling in parole and probation. American Journal of Criminal Justice, 21, 1-25.

    · Ryan, C., & Bergin, M. (2022). Procedural justice and legitimacy in prisons: A review of extant empirical literature. Criminal Justice and Behavior, 49(2), 143-163.

    · Pfaff: Locked in (book)

    **## CullenandFrancisChapter11.pdf**

    CORRECTIONAL

    THEORY
    CONTEXT AND CONSEQUENCES

    Second Edition

    FRANCIS T. CULLEN
    University of Cincinnati

    CHERYL LERO JONSON
    Xavier University

    ISAGE

    **## CORRECTIONS1.docx**

    Exam 3 Instructions: Online PowerPoint Presentation Submission via Zoom

    Assignment Overview: The exam consists of five questions related to the course material covered so far. you must pick four out of the five questions for your presentation

    Instructions:

    1. Prepare Your Exam Presentation:

    Develop a PowerPoint presentation that covers the assigned questions.

    Make sure you are citing the relevant readings from this course, but you may also incorporate readings from previous courses in the master’s program.

    Ensure your slides are clear, concise, and visually engaging.

    Practice your presentation to ensure a smooth delivery.

    Questions: (Pick 4 out of the 5 for your exam presentation).

    1. Cullen and Johnson (2016) discussed the importance of adopting evidence-based practices in the correctional system. How would institutional theory explain why probation agencies do not actually adopt new evidence-based strategies?

    2. As prison sentences became more severe, individuals were incarcerated for longer and longer periods of time. This phenomenon has created an aging inmate population. What are some of the implications of an aging inmate population? Describe what some of the solutions to these problems might be.

    3. Discuss the importance of prisoner reentry. What are some of the problems that policies such as mandatory minimum sentencing laws pose for prisoner reentry?

    4. Cullen and Johnson (2016) describe seven main "theories of corrections." Pick one theory and describe it in detail. What is the goal or justification for sanctioning an offender under this theory? Which policies and practices should be pursued in the correctional system? Is there empirical evidence to support the theory?

    5. What does Pfaff identify as some of the failings in most contemporary arguments (i.e., "the standard story") related to improving corrections in the U.S.? What are his solutions to the problems of mass incarceration?

    YOU MUST CITE EVERY EXAMPLE AND QUESTION!!! EVERY SLIDE SHOULD BE CITED

    Need to elaborate more and expand on the depth of your responses. Make sure you are comprehensively answering the questions being asked.

    Make sure you provide citations any time you make empirical claims. Also, make sure you are citing accurately.

    Use the books to support your claims, be more specific and provide examples of actual court actors, cases, etc. from the book to support your claim.

    BOOK:

    · Rikard, R. V., & Rosenberg, E. (2007). Aging inmates: A convergence of trends in the American criminal justice system. Journal of Correctional Health Care, 13(3), 150-162.

    · Lukemeyer, A., & McCorkle, R. C. (2006). Privatization of prisons: Impact on prison conditions. The American Review of Public Administration, 36(2), 189-206.

    · Travis, J., & Petersilia, J. (2001). Reentry reconsidered: A new look at an old question. Crime & Delinquency, 47(3), 291-313.

    · Cullen, F. T., & Jonson, C. L. (2016). Correctional theory: Context and consequences. Sage Publications.

    · Chapter 1: From Theory to Policy – Evidence Based Corrections (Uploaded)

    · McCorkle, R., & Crank, J. P. (1996). Meet the new boss: Institutional change and loose coupling in parole and probation. American Journal of Criminal Justice, 21, 1-25.

    · Ryan, C., & Bergin, M. (2022). Procedural justice and legitimacy in prisons: A review of extant empirical literature. Criminal Justice and Behavior, 49(2), 143-163.

    · Pfaff: Locked in (book)

    – 1
    – 2

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  • [Solved] Org Leadership & Governance

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    **Assessment 2** **Human Resource Management and Talent Development** [**Instructions**](https://courseroom.capella.edu/courses/47277/pages/assessment-2-instructions?module_item_id=2367979&content_id=856438)**:**Prepare an executive summary that analyzes strategies and techniques that will help guid…

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    Assignment Prompt & Instructions

    **Assessment 2**
    **Human Resource Management and Talent Development**
    [**Instructions**](https://courseroom.capella.edu/courses/47277/pages/assessment-2-instructions?module_item_id=2367979&content_id=856438)**:**Prepare an executive summary that analyzes strategies and techniques that will help guide an organization to develop best practices in recruitment, retention, and talent development.
    **Introduction**
    This assessment requires you to explore and analyze best practices in recruitment, retention, and talent development and develop an executive summary for Villa Health's senior leadership that conveys the results of your analysis.
    ## **Overview**
    Complete the [Performance Appraisal Types and Evaluation](https://media.capella.edu/coursemedia/hrmfpx5402element23026/wrapper.asp) formative before completing this assessment.
    Vila Health is working to engage all medical staff to move into a healthcare outcomes framework that seeks to support long-term wellness for all clients. This goal requires a restructuring of current recruitment, retention, and talent development systems.
    Vila Health's leadership has decided to get assistance from you, working as an external contractor, to help guide the organization to develop best practices in recruitment, retention, and talent development. Analyze strategies and techniques and prepare an executive summary for Villa Health's senior leadership that conveys the results of your analysis for best practices for talent development. You may use the [Executive Summary Topics [DOCX]](https://courseroom.capella.edu/courses/47277/files/8767599/download) document as a guide.
    ## **Instructions**
    Based on your analysis with Vila Health, write your executive summary in which you:
    – Analyze evidence-based best practices for human resource management used in creating an employee-centered organization as those best practices relate to the organization's vision, mission, culture, and strategy.
    – Analyze best practices and expectations for accountability in human resource management and talent development in healthcare organizations.
    – Propose leadership strategies to achieve organizational human resources goals and challenge the status quo.
    – Propose interventions to promote collaboration and goal attainment.
    – Describe how performance appraisals can be used to impact effective talent development and employee retention.
    ## **Additional Requirements**
    The deliverable for this assessment applies professional skills in HRM to workplace situations that you will likely encounter in your day-to-day work. As part of your learning, focus on the development of effective professional communication skills for the workplace. Your assessment should meet the following additional requirements:
    – **Length:** Your executive summary should be 2–3 pages plus a reference page.
    – **Organization:** Make sure that your writing is well organized, using headings and subheadings to organize content for the reader.
    – **Font and font size:** Use Times New Roman, 12 point.
    – **Resources:**Include provided scenario information and references that support your analysis.
    – References are to provide insight into the relationships between the scenario's common competencies and objectives.
    – **Evidence**: Support your assertions with data and in-text citations. See [Health Administration Master's Program (MHA) Library Guidefor initial searching ideas.](https://capellauniversity.libguides.com/mha)
    – [**APA formatting:**Format resources and in-text citations according to current](https://capellauniversity.libguides.com/mha) [Evidence and APAcitation standards.](https://lat.strategiced.com/redirect?linkid=1540)
    – [**Written communication:**](https://lat.strategiced.com/redirect?linkid=1540)
    – [Convey purpose in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.](https://lat.strategiced.com/redirect?linkid=1540)
    – [Use spell-check and other tools to ensure correct spelling and grammar.](https://lat.strategiced.com/redirect?linkid=1540)
    ## **Competencies Measured**
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    – Competency 1: Analyze organizational vision, mission, culture, and strategy relative to the external environment.
    – Analyze evidence-based best practices for human resource management used in creating an employee-centered organization as those best practices relate to the organization's vision, mission, culture, and strategy.
    – Analyze best practices and expectations for accountability in human resource management and talent development in healthcare organizations.
    – Propose leadership strategies to achieve organizational human resources goals and challenge the status quo.
    – Describe how performance appraisals can be used to impact effective talent development and employee retention.
    – Competency 3: Analyze characteristics of effective team dynamics and leadership.
    – Propose interventions to promote collaboration and goal attainment.
    – Competency 5: Communicate effectively using professional standards embracing diversity, equity, and inclusion.
    – Demonstrate effective communication through writing and proper use of APA style with no significant errors, and support analysis and recommendations with appropriate current literature.
    Use the resources linked below to help complete this assessment.
    ## **Resources**
    ## **Leadership Responsibility**
    – Ledlow, G. R., Bosworth, M., & Maryon, T. (2024). _Leadership for health professionals: Theories, skills, and applications_ (4th ed.). Jones & Bartlett.
    – Read Chapter 15, "Leading Nonperforming Employees: Leadership Responsibility," pages 387–408.
    – Read Chapter 17, "Responsibilities of Mentorship and Succession Planning," pages 459–478.
    ## **Managing Performance**
    The resources in this reading list cover employee performance and strategies on how to support your workforce.
    – [Assessment 2: Managing Performance.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2467768430006731?auth=SAML&section=2467768460006731)
    ## [**Employee Development**](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2467768430006731?auth=SAML&section=2467768460006731)
    – [Assessment 2: Employee Development.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2467768430006731?auth=SAML&section=2467768500006731)
    – [Click](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2467768430006731?auth=SAML&section=2467768500006731) [Talent Flow](https://media.capella.edu/CourseMedia/OM5210/wrapper.asp) to view the multimedia piece. Here you examine the flow of employees through an organization in today's fluid environments.
    ## **Employment Law**
    This resource provides articles and insights into current events and legal issues affecting the workplace.
    – [Assessment 2: Employment Law.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2467768430006731?auth=SAML&section=2467768520006731)
    ## [**Diversity, Equity, and Inclusion**](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2467768430006731?auth=SAML&section=2467768520006731)
    – [Assessment 2: Diversity, Equity, and Inclusion.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2467768430006731?auth=SAML&section=2467768540006731)
    ## **Star Format Competency Rating**
    Once you have completed the Healthcare Leadership Competencies activity, click the link to open the [Star Format Competency Rating Table [DOCX]](https://courseroom.capella.edu/courses/47277/files/8767601/download). Follow the directions and fill out the table to see where your competencies align, where your strengths are, and where you may need to focus.
    \
    cf_executive_summary_topics.docx](https://www.sweetstudy.com/files/cf-executive-summary-topics-docx-10366053 "cf_executive_summary_topics.docx")
    \
    ScreenShot2025-08-01at10.57.31AM.png](https://www.sweetstudy.com/files/screenshot2025-08-01at10-57-31am-png "ScreenShot2025-08-01at10.57.31AM.png")
    \
    ScreenShot2025-08-01at10.57.03AM.png](https://www.sweetstudy.com/files/screenshot2025-08-01at10-57-03am-png "ScreenShot2025-08-01at10.57.03AM.png")
    \
    ScreenShot2025-08-01at10.56.48AM.png](https://www.sweetstudy.com/files/screenshot2025-08-01at10-56-48am-png "ScreenShot2025-08-01at10.56.48AM.png")
    \
    ScreenShot2025-08-01at10.57.27AM.png](https://www.sweetstudy.com/files/screenshot2025-08-01at10-57-27am-png "ScreenShot2025-08-01at10.57.27AM.png")
    \
    ScreenShot2025-08-01at10.57.36AM.png](https://www.sweetstudy.com/files/screenshot2025-08-01at10-57-36am-png "ScreenShot2025-08-01at10.57.36AM.png")
    \
    ScreenShot2025-08-01at10.57.11AM.png](https://www.sweetstudy.com/files/screenshot2025-08-01at10-57-11am-png "ScreenShot2025-08-01at10.57.11AM.png")
    \
    ScreenShot2025-08-01at10.56.53AM.png](https://www.sweetstudy.com/files/screenshot2025-08-01at10-56-53am-png "ScreenShot2025-08-01at10.56.53AM.png")
    \
    ScreenShot2025-08-01at10.57.19AM.png](https://www.sweetstudy.com/files/screenshot2025-08-01at10-57-19am-png "ScreenShot2025-08-01at10.57.19AM.png")