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  • [Solved] MC – CSL | Civic Responsibility Involvement & Reflection

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    ## **Milestone: Civic Responsibility** ### **Student Learning Outcome** Upon completion of this assignment, you will be able to: SLO 2: Understand the value of serving the community and being socially responsible and are motivated to act in a socially just manner by engaging in inclusive behavior an…

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    ## **Milestone: Civic Responsibility**

    ### **Student Learning Outcome**

    Upon completion of this assignment, you will be able to:

    SLO 2: Understand the value of serving the community and being socially responsible and are motivated to act in a socially just manner by engaging in inclusive behavior and promoting diversity and understanding of others’ circumstances.

    ### **Description**

    Understanding of civic responsibility is developed through celebration of diverse cultures, advocacy for the needs and identities of all members within the community, recognition of the diverse communities within the campus and beyond, education and awareness of the concerns of those communities, and support of the ongoing inclusion, understanding and dignity of all members within the campus and beyond. Being able to understand one's own identity, as well as recognizing the similarities and differences of others, will equip students to serve and lead as citizens in a global society.

    Civic Responsibility Competence :

    – Promotes understanding others' circumstances
    – Understands the value of serving the community and being socially responsible.
    – Equips students to effectively serve and lead as global leaders.

    Examples of how one can demonstrate competence in Civic Responsibility:

    – Volunteering and participating in the Human Library Event
    – Peer Mentors participation in the FIU Human Library Event will strengthen their understanding of different perspectives and provide a safe space for students of diverse backgrounds to have meaningful conversations. This is a truly unique event that allows FIU students and Peer Mentors to embrace FIU's diverse student body.
    – Serving as a moderator in the class group chats and canvas discussion boards, setting the example of leaving a positive digital footprint. If they see something, they say something, PM’s report to their instructors to work towards a resolution.

    ### **Civic Responsibility Reflection**

    Give a specific example of how this involvement used/demonstrated the Civic Responsibility Competency (200 word minimum).  Please include an example or mention how the example demonstrates each of these:

    – Motivated to act in a socially just manner.
    – Promotes diversity and understanding of others' circumstances.
    – Engages in inclusive behavior.
    – Understands the value of serving the community and being socially responsible

    Civic Responsibility example: I serve on an events committiee for the city of defuniak springs. I often give input and advise on planning strategies for our events in our community.

    – a year ago

  • [Solved] Week 3 DP Response

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    see attachment – a year ago **files (1)** – ## Week3DPresponse-1.pdf **## Week3DPresponse-1.pdf** Table 1: Standard Levels of hCG During Pregnancy Table 2: hCG Trends in Various Pregnancy Scenarios Table 3: Common Complaints During Pregnancy GA Weeks (LMP) hCG Level (mIU/mL) 3 weeks LMP 5 – 50 4 wee…

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    – a year ago

    **files (1)**

    – ## Week3DPresponse-1.pdf

    **## Week3DPresponse-1.pdf**

    Table 1: Standard Levels of hCG During Pregnancy

    Table 2: hCG Trends in Various Pregnancy Scenarios

    Table 3: Common Complaints During Pregnancy

    GA Weeks (LMP) hCG Level (mIU/mL)

    3 weeks LMP 5 – 50

    4 weeks LMP 5 – 426

    5 weeks LMP 18 – 7,340

    6 weeks LMP 1,080 – 56,500

    7–8 weeks LMP 7,650 – 229,000

    9–12 weeks LMP 25,700 – 288,000

    13–16 weeks LMP 13,300 – 254,000

    17–24 weeks LMP 4,060 – 165,400

    25–40 weeks LMP 3,640 – 117,000

    Non-pregnant < 5

    Scenario Beta hCG Level Expected to…

    Normal ongoing pregnancy Increase by 66% or more in 48–72 hours

    Spontaneous abortion
    (miscarriage)

    Decrease by 21–35% or more in 48–72
    hours

    Ectopic pregnancy Increase slowly, plateau, or decrease

    Gestational trophoblastic
    pregnancy Increase excessively/highly elevated

    Sympt
    om

    Definition and
    Cause

    Presentation &
    Possible DDX Treatment Education

    Consti
    pation

    Progesterone
    relaxes bowel
    muscles; slowed
    GI motility

    Infrequent, hard
    stools; bloating;
    DDX: bowel
    obstruction,
    hypothyroidism

    High fiber diet,
    hydration,
    physical activity;
    docusate or
    psyllium as
    needed

    Avoid stimulant
    laxatives;
    increase water
    and fiber intake

    Back
    Pain

    Postural changes,
    weight gain,
    ligament laxity

    Lumbar pain,
    worse at end of
    day; DDX: UTI,
    kidney stones

    Heat, stretching,
    massage,
    acetaminophen

    Posture support,
    avoid heavy
    lifting, supportive
    shoes

    GERD

    Relaxation of LES
    due to
    progesterone;
    enlarged uterus
    compresses
    stomach

    Heartburn, sour
    taste; DDX: PUD,
    cardiac chest pain

    Small meals,
    antacids, H2
    blockers or PPIs
    if needed

    Elevate head of
    bed, avoid spicy/
    fatty foods, don’t
    lie flat after
    meals

    Fatigu
    e

    Hormonal
    changes,
    increased energy
    demands

    General
    tiredness; DDX:
    anemia,
    hypothyroidism,
    depression

    Rest, naps, iron
    supplements if
    anemic

    Normalize
    fatigue;
    encourage sleep
    and balanced
    nutrition

    Heart
    Palpita
    tions

    Increased blood
    volume and
    cardiac output

    Sensation of
    fluttering; DDX:
    arrhythmia,
    anemia,
    hyperthyroidism

    Reassurance,
    EKG if abnormal
    or symptomatic

    Usually benign;
    report if
    associated with
    SOB, dizziness,
    or chest pain

    Urinar
    y
    Freque
    ncy

    Uterine pressure
    on bladder,
    increased renal
    perfusion

    Frequent urination
    without pain;
    DDX: UTI

    Rule out infection;
    otherwise
    reassurance

    Void regularly,
    stay hydrated,
    report burning or
    urgency

    Nause
    a and
    Vomiti
    ng

    hCG and estrogen
    effects on GI
    system

    Typically 1st
    trimester; DDX:
    gastroenteritis,
    hyperemesis
    gravidarum

    Vitamin B6,
    doxylamine, small
    bland meals,
    antiemetics if
    severe

    Often resolves
    by 2nd trimester;
    eat small meals,
    avoid triggers

    Subjective

    • Bleeding began 3 days ago as spotting and has since become light period-like bleeding. It is
    ongoing.

    • She denies any pain. No specific mention of other symptoms; these should be clarified
    during the visit.

    • No prior pregnancies, miscarriages, or abortions

    • The patient had unprotected intercourse two days prior

    • No traumas or strenuous activity

    • Denies any nausea, vomiting, breast tenderness, or fatigue

    Other Medical History Questions

    • Menstrual history: amenorrhea x2 months with positive pregnancy test. STI and Pap history:
    none

    • No chronic medical conditions

    • No medication/food/environmental allergies

    Round
    Ligam
    ent
    Pain

    Stretching of
    uterine ligaments
    as uterus enlarges

    Sharp, brief pain
    in groin/lower
    abdomen; DDX:
    appendicitis,
    ovarian torsion

    Reassurance,
    position changes,
    acetaminophen

    Normal; avoid
    sudden
    movements; use
    warm compress

    Hyper
    pigme
    ntation

    Hormonal
    stimulation of
    melanocytes (e.g.,
    melasma, linea
    nigra)

    Dark patches on
    face, abdomen;
    DDX: Addison’s
    disease

    Usually no
    treatment needed

    Common and
    benign; usually
    fades postpartum

    Sleep
    Distur
    bance

    Hormonal
    changes,
    discomfort,
    anxiety, nocturia

    Trouble falling or
    staying asleep;
    DDX: depression,
    restless legs
    syndrome

    Sleep hygiene,
    relaxation
    techniques, left
    side sleeping

    Avoid caffeine,
    screens; use
    pillows for
    support; maintain
    sleep schedule

    • Vaccinations are up to date for her age, COVID vaccine received (no boosters)

    • Mental Health Screening Complete: No risk

    Other Social History Questions

    • Denies substance use (tobacco, alcohol, drugs

    • Social support system: Mother, Father, Partner, Best Friends

    • Intimate partner violence screening: Denies

    • Senior Year in High-school

    • Stable home environment

    Objective

    a. Head-to-toe assessment:

    • Vital Signs:

    o Temperature: 98.4°F (36.9°C)

    o Heart Rate (HR): 84 beats per minute

    o Respiratory Rate (RR): 16 breaths per minute

    o Blood Pressure (BP): 110/68 mmHg

    o Oxygen Saturation (SpO₂): 98% on room air

    o Weight: 132 lbs (59.9 kg)

    o BMI: 22 – Normal weight range

    • HEENT: Hydration status

    • Cardiac/Respiratory: Baseline function

    • Abdomen: Palpation for tenderness, guarding, masses

    • Pelvic exam:

    o External genitalia inspection

    o Speculum exam: check for active bleeding, source of bleeding (cervix vs vaginal)

    o Bimanual exam: uterine size, adnexal masses/tenderness, cervical motion tenderness

    b. Tests and rationale:

    • Quantitative beta-hCG: Monitor pregnancy progression or loss (Doubling every 48–72h is
    expected in viable pregnancy)

    • Transvaginal ultrasound: Confirm intrauterine pregnancy or assess for ectopic (TVUS can
    detect gestational sac at hCG ≥1500–2000 mIU/mL)

    • CBC: Evaluate for anemia or infection

    • Type and screen: Determine Rh status (important if Rh-negative and bleeding)

    • STI screening: Chlamydia, gonorrhea, HIV, syphilis, Hep B/C

    • Pap smear (if due)

    Assessment / Diagnosis

    a. Presumptive diagnosis:

    • Threatened abortion (vaginal bleeding with closed cervix and viable intrauterine
    pregnancy)

    Differential diagnoses:

    • Early intrauterine pregnancy with normal implantation bleeding

    • Ectopic pregnancy

    • Spontaneous abortion (inevitable, incomplete, or missed)

    • Molar pregnancy (less likely with current hCG levels)

    b. Additional differentials:

    • Cervical pathology (polyps, ectropion)

    • Coagulopathy or bleeding disorder

    c. HCG results interpretation:

    • Day 1 hCG: 1200 mIU/mL

    • Day 3 hCG: 550 mIU/mL → Significant decline (>50%)

    Diagnosis:

    • Spontaneous abortion (miscarriage)
    This is supported by a falling hCG level, which indicates a nonviable pregnancy.

    4. Plan

    a. Explaining hCG results:

    • “Your hCG level has dropped significantly, which indicates that the pregnancy is no longer
    progressing. This means that you are likely having a miscarriage.”

    b. Treatment & follow-up:

    Options:

    1. Expectant management – allow natural passage of tissue.

    2. Medical management – misoprostol to induce expulsion.

    3. Surgical management – uterine aspiration/D&C if heavy bleeding, infection, or incomplete
    passage.

    Medications:

    • Misoprostol (600–800 mcg vaginally or orally)

    o Side effects: cramping, bleeding, nausea, diarrhea

    o Success rate: ~80-90% in early pregnancy loss (ACOG, 2018)

    Partner notification:

    • Not typically required unless STI is suspected.

    Follow-up:

    • Repeat hCG until <5 mIU/mL

    • Monitor for signs of infection or retained products

    • Ultrasound if bleeding persists or incomplete passage is suspected

    c. Patient education:

    • Emotional support: Normalize grief response, provide reassurance

    • Sexual activity: Wait until bleeding stops and no signs of infection (usually 1–2 weeks)

    • Contraception: Discuss short-term options if not ready to conceive

    • Trying to conceive again: Safe to try after 1 normal menstrual cycle; ACOG supports early
    attempts if emotionally ready

    • Red flags: heavy bleeding, foul-smelling discharge, fever, severe pain → return immediately

    – Table 1: Standard Levels of hCG During Pregnancy
    – Table 2: hCG Trends in Various Pregnancy Scenarios
    – Table 3: Common Complaints During Pregnancy
    – Subjective
    – Other Medical History Questions
    – Other Social History Questions
    – Objective
    – Vital Signs:
    – Assessment / Diagnosis
    – 4. Plan

    **## Week3DPresponse-1.pdf**

    Table 1: Standard Levels of hCG During Pregnancy

    Table 2: hCG Trends in Various Pregnancy Scenarios

    Table 3: Common Complaints During Pregnancy

    GA Weeks (LMP) hCG Level (mIU/mL)

    3 weeks LMP 5 – 50

    4 weeks LMP 5 – 426

    5 weeks LMP 18 – 7,340

    6 weeks LMP 1,080 – 56,500

    7–8 weeks LMP 7,650 – 229,000

    9–12 weeks LMP 25,700 – 288,000

    13–16 weeks LMP 13,300 – 254,000

    17–24 weeks LMP 4,060 – 165,400

    25–40 weeks LMP 3,640 – 117,000

    Non-pregnant < 5

    Scenario Beta hCG Level Expected to…

    Normal ongoing pregnancy Increase by 66% or more in 48–72 hours

    Spontaneous abortion
    (miscarriage)

    Decrease by 21–35% or more in 48–72
    hours

    Ectopic pregnancy Increase slowly, plateau, or decrease

    Gestational trophoblastic
    pregnancy Increase excessively/highly elevated

    Sympt
    om

    Definition and
    Cause

    Presentation &
    Possible DDX Treatment Education

    Consti
    pation

    Progesterone
    relaxes bowel
    muscles; slowed
    GI motility

    Infrequent, hard
    stools; bloating;
    DDX: bowel
    obstruction,
    hypothyroidism

    High fiber diet,
    hydration,
    physical activity;
    docusate or
    psyllium as
    needed

    Avoid stimulant
    laxatives;
    increase water
    and fiber intake

    Back
    Pain

    Postural changes,
    weight gain,
    ligament laxity

    Lumbar pain,
    worse at end of
    day; DDX: UTI,
    kidney stones

    Heat, stretching,
    massage,
    acetaminophen

    Posture support,
    avoid heavy
    lifting, supportive
    shoes

    GERD

    Relaxation of LES
    due to
    progesterone;
    enlarged uterus
    compresses
    stomach

    Heartburn, sour
    taste; DDX: PUD,
    cardiac chest pain

    Small meals,
    antacids, H2
    blockers or PPIs
    if needed

    Elevate head of
    bed, avoid spicy/
    fatty foods, don’t
    lie flat after
    meals

    Fatigu
    e

    Hormonal
    changes,
    increased energy
    demands

    General
    tiredness; DDX:
    anemia,
    hypothyroidism,
    depression

    Rest, naps, iron
    supplements if
    anemic

    Normalize
    fatigue;
    encourage sleep
    and balanced
    nutrition

    Heart
    Palpita
    tions

    Increased blood
    volume and
    cardiac output

    Sensation of
    fluttering; DDX:
    arrhythmia,
    anemia,
    hyperthyroidism

    Reassurance,
    EKG if abnormal
    or symptomatic

    Usually benign;
    report if
    associated with
    SOB, dizziness,
    or chest pain

    Urinar
    y
    Freque
    ncy

    Uterine pressure
    on bladder,
    increased renal
    perfusion

    Frequent urination
    without pain;
    DDX: UTI

    Rule out infection;
    otherwise
    reassurance

    Void regularly,
    stay hydrated,
    report burning or
    urgency

    Nause
    a and
    Vomiti
    ng

    hCG and estrogen
    effects on GI
    system

    Typically 1st
    trimester; DDX:
    gastroenteritis,
    hyperemesis
    gravidarum

    Vitamin B6,
    doxylamine, small
    bland meals,
    antiemetics if
    severe

    Often resolves
    by 2nd trimester;
    eat small meals,
    avoid triggers

    Subjective

    • Bleeding began 3 days ago as spotting and has since become light period-like bleeding. It is
    ongoing.

    • She denies any pain. No specific mention of other symptoms; these should be clarified
    during the visit.

    • No prior pregnancies, miscarriages, or abortions

    • The patient had unprotected intercourse two days prior

    • No traumas or strenuous activity

    • Denies any nausea, vomiting, breast tenderness, or fatigue

    Other Medical History Questions

    • Menstrual history: amenorrhea x2 months with positive pregnancy test. STI and Pap history:
    none

    • No chronic medical conditions

    • No medication/food/environmental allergies

    Round
    Ligam
    ent
    Pain

    Stretching of
    uterine ligaments
    as uterus enlarges

    Sharp, brief pain
    in groin/lower
    abdomen; DDX:
    appendicitis,
    ovarian torsion

    Reassurance,
    position changes,
    acetaminophen

    Normal; avoid
    sudden
    movements; use
    warm compress

    Hyper
    pigme
    ntation

    Hormonal
    stimulation of
    melanocytes (e.g.,
    melasma, linea
    nigra)

    Dark patches on
    face, abdomen;
    DDX: Addison’s
    disease

    Usually no
    treatment needed

    Common and
    benign; usually
    fades postpartum

    Sleep
    Distur
    bance

    Hormonal
    changes,
    discomfort,
    anxiety, nocturia

    Trouble falling or
    staying asleep;
    DDX: depression,
    restless legs
    syndrome

    Sleep hygiene,
    relaxation
    techniques, left
    side sleeping

    Avoid caffeine,
    screens; use
    pillows for
    support; maintain
    sleep schedule

    • Vaccinations are up to date for her age, COVID vaccine received (no boosters)

    • Mental Health Screening Complete: No risk

    Other Social History Questions

    • Denies substance use (tobacco, alcohol, drugs

    • Social support system: Mother, Father, Partner, Best Friends

    • Intimate partner violence screening: Denies

    • Senior Year in High-school

    • Stable home environment

    Objective

    a. Head-to-toe assessment:

    • Vital Signs:

    o Temperature: 98.4°F (36.9°C)

    o Heart Rate (HR): 84 beats per minute

    o Respiratory Rate (RR): 16 breaths per minute

    o Blood Pressure (BP): 110/68 mmHg

    o Oxygen Saturation (SpO₂): 98% on room air

    o Weight: 132 lbs (59.9 kg)

    o BMI: 22 – Normal weight range

    • HEENT: Hydration status

    • Cardiac/Respiratory: Baseline function

    • Abdomen: Palpation for tenderness, guarding, masses

    • Pelvic exam:

    o External genitalia inspection

    o Speculum exam: check for active bleeding, source of bleeding (cervix vs vaginal)

    o Bimanual exam: uterine size, adnexal masses/tenderness, cervical motion tenderness

    b. Tests and rationale:

    • Quantitative beta-hCG: Monitor pregnancy progression or loss (Doubling every 48–72h is
    expected in viable pregnancy)

    • Transvaginal ultrasound: Confirm intrauterine pregnancy or assess for ectopic (TVUS can
    detect gestational sac at hCG ≥1500–2000 mIU/mL)

    • CBC: Evaluate for anemia or infection

    • Type and screen: Determine Rh status (important if Rh-negative and bleeding)

    • STI screening: Chlamydia, gonorrhea, HIV, syphilis, Hep B/C

    • Pap smear (if due)

    Assessment / Diagnosis

    a. Presumptive diagnosis:

    • Threatened abortion (vaginal bleeding with closed cervix and viable intrauterine
    pregnancy)

    Differential diagnoses:

    • Early intrauterine pregnancy with normal implantation bleeding

    • Ectopic pregnancy

    • Spontaneous abortion (inevitable, incomplete, or missed)

    • Molar pregnancy (less likely with current hCG levels)

    b. Additional differentials:

    • Cervical pathology (polyps, ectropion)

    • Coagulopathy or bleeding disorder

    c. HCG results interpretation:

    • Day 1 hCG: 1200 mIU/mL

    • Day 3 hCG: 550 mIU/mL → Significant decline (>50%)

    Diagnosis:

    • Spontaneous abortion (miscarriage)
    This is supported by a falling hCG level, which indicates a nonviable pregnancy.

    4. Plan

    a. Explaining hCG results:

    • “Your hCG level has dropped significantly, which indicates that the pregnancy is no longer
    progressing. This means that you are likely having a miscarriage.”

    b. Treatment & follow-up:

    Options:

    1. Expectant management – allow natural passage of tissue.

    2. Medical management – misoprostol to induce expulsion.

    3. Surgical management – uterine aspiration/D&C if heavy bleeding, infection, or incomplete
    passage.

    Medications:

    • Misoprostol (600–800 mcg vaginally or orally)

    o Side effects: cramping, bleeding, nausea, diarrhea

    o Success rate: ~80-90% in early pregnancy loss (ACOG, 2018)

    Partner notification:

    • Not typically required unless STI is suspected.

    Follow-up:

    • Repeat hCG until <5 mIU/mL

    • Monitor for signs of infection or retained products

    • Ultrasound if bleeding persists or incomplete passage is suspected

    c. Patient education:

    • Emotional support: Normalize grief response, provide reassurance

    • Sexual activity: Wait until bleeding stops and no signs of infection (usually 1–2 weeks)

    • Contraception: Discuss short-term options if not ready to conceive

    • Trying to conceive again: Safe to try after 1 normal menstrual cycle; ACOG supports early
    attempts if emotionally ready

    • Red flags: heavy bleeding, foul-smelling discharge, fever, severe pain → return immediately

    – Table 1: Standard Levels of hCG During Pregnancy
    – Table 2: hCG Trends in Various Pregnancy Scenarios
    – Table 3: Common Complaints During Pregnancy
    – Subjective
    – Other Medical History Questions
    – Other Social History Questions
    – Objective
    – Vital Signs:
    – Assessment / Diagnosis
    – 4. Plan

  • [Solved] Article 1 Review

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  • [Solved] Asssigment

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    – a year ago **files (1)** – ## Damayweek3.docx **## Damayweek3.docx** My community Miami Florida choose the topic is open The purpose of this assignment is to identify a problem or concern in your organization, local community, or state in which change can occur through advocacy and legislation. Nu…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Damayweek3.docx

    **## Damayweek3.docx**

    My community Miami Florida choose the topic is open

    The purpose of this assignment is to identify a problem or concern in your organization, local community, or state in which change can occur through advocacy and legislation.

    Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.

    Identify a problem or concern in your organization, local community, or state. Examples of problems relevant to nursing include, but are not limited to, title "nurse" protection, sharps injury prevention, nursing shortage, nurse well-being, valuation of nursing services, etc. Research the issue you selected and use the attached "Creating Change Through Advocacy" template to complete this assignment.

    You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

    While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    **Criteria Description**

    Describe a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues.

    **5. Target**

    18 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is thorough and includes relevant supporting details.

    **4. Acceptable**

    15.3 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is detailed.

    **3. Approaching**

    13.5 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is present but lacks detail.

    **2. Insufficient**

    11.7 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is not present.

    **Criteria Description**

    Explain an idea for addressing the issue and why legislation is the best course for advocacy. (C9.4) (C9.4)

    **5. Target**

    18 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is thorough and provides detailed support from research.

    **4. Acceptable**

    15.3 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is detailed and provides support from research.

    **3. Approaching**

    13.5 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is present but lacks support from research.

    **2. Insufficient**

    11.7 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is not present.

    **1. Unsatisfactory**

    0 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is not present.

    **Criteria Description**

    Identify a minimum of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years.

    **5. Target**

    18 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is present and provides substantive evidence of the identified issue.

    **4. Acceptable**

    15.3 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is present and provides evidence of the identified issue.

    **3. Approaching**

    13.5 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is present but lacks evidence of the identified issue or falls outside of the five-year limit.

    **2. Insufficient**

    11.7 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is not present.

    **Criteria Description**

    Discuss the stakeholders who would support the proposed idea and why.

    **5. Target**

    7.5 points

    A discussion of the stakeholders who would support the proposed idea and why is thorough.

    **4. Acceptable**

    6.38 points

    A discussion of the stakeholders who would support the proposed idea and why is detailed.

    **3. Approaching**

    5.63 points

    A discussion of the stakeholders who would support the proposed idea and why is present.

    **2. Insufficient**

    4.88 points

    A discussion of the stakeholders who would support the proposed idea and why is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of the stakeholders who would support the proposed idea and why is not present.

    **Criteria Description**

    Discuss the stakeholders who would oppose the proposed idea and why.

    **5. Target**

    7.5 points

    A discussion of the stakeholders who would oppose the proposed idea and why is thorough and includes relevant detail on how to debate these considerations.

    **4. Acceptable**

    6.38 points

    A discussion of the stakeholders who would oppose the proposed idea and why is detailed and includes some detail on how to debate these considerations.

    **3. Approaching**

    5.63 points

    A discussion of the stakeholders who would oppose the proposed idea and why is present but lacks detail on how to debate these considerations.

    **2. Insufficient**

    4.88 points

    A discussion of the stakeholders who would oppose the proposed idea and why is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of the stakeholders who would oppose the proposed idea and why is not present.

    **Criteria Description**

    Explain the financial impact of the issue and the solution.

    **5. Target**

    12 points

    An explanation of the financial impact of the issue and the solution is thorough and includes relevant supporting detail from research.

    **4. Acceptable**

    10.2 points

    An explanation of the financial impact of the issue and the solution is detailed and includes some supporting detail from research.

    **3. Approaching**

    9 points

    An explanation of the financial impact of the issue and the solution is present but lacks detail from research.

    **2. Insufficient**

    7.8 points

    An explanation of the financial impact of the issue and the solution is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    An explanation of the financial impact of the issue and the solution is incomplete.

    **Criteria Description**

    Discuss how to advocate for the proposal using legislation.

    **5. Target**

    15 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is thorough and includes substantial detail from research.

    **4. Acceptable**

    12.75 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is detailed and includes some detail from research.

    **3. Approaching**

    11.25 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is present but lacks substantial detail from research.

    **2. Insufficient**

    9.75 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is not present.

    **Criteria Description**

    Discuss the role interprofessional collaboration plays in advocacy through legislation.

    **5. Target**

    12 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is thorough and includes substantial detail.

    **4. Acceptable**

    10.2 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is detailed and includes some detail.

    **3. Approaching**

    9 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is present but lacks substantial detail.

    **2. Insufficient**

    7.8 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is not present.

    **Criteria Description**

    Description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership

    **5. Target**

    15 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is thorough and includes substantial.

    **4. Acceptable**

    12.75 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is detailed and includes some detail.

    **3. Approaching**

    11.25 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is present but lacks substantial detail.

    **2. Insufficient**

    9.75 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is not present.

    **Criteria Description**

    Discuss how principles of a Christian worldview lend support to legislative advocacy in health care without bias.

    **5. Target**

    15 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is thorough and includes substantial detail regarding inclusiveness and positive health outcomes for all populations.

    **4. Acceptable**

    12.75 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is detailed and includes some detail regarding inclusiveness and positive health outcomes for all populations.

    **3. Approaching**

    11.25 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is present but lacks detail regarding inclusiveness and positive health outcomes for all populations.

    **2. Insufficient**

    9.75 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is not present.

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    7.5 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    6.38 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    5.63 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    4.88 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Criteria Description**

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    **5. Target**

    4.5 points

    No errors in formatting or documentation are present.

    **4. Acceptable**

    3.82 points

    Appropriate format and documentation are used with only minor errors.

    **3. Approaching**

    3.38 points

    Appropriate format and documentation are used, although there are some obvious errors.

    **2. Insufficient**

    2.93 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    **1. Unsatisfactory**

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    Total150 points

    **## Damayweek3.docx**

    My community Miami Florida choose the topic is open

    The purpose of this assignment is to identify a problem or concern in your organization, local community, or state in which change can occur through advocacy and legislation.

    Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.

    Identify a problem or concern in your organization, local community, or state. Examples of problems relevant to nursing include, but are not limited to, title "nurse" protection, sharps injury prevention, nursing shortage, nurse well-being, valuation of nursing services, etc. Research the issue you selected and use the attached "Creating Change Through Advocacy" template to complete this assignment.

    You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

    While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    **Criteria Description**

    Describe a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues.

    **5. Target**

    18 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is thorough and includes relevant supporting details.

    **4. Acceptable**

    15.3 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is detailed.

    **3. Approaching**

    13.5 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is present but lacks detail.

    **2. Insufficient**

    11.7 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A description of a health care problem that has the capacity for advocacy through legislation and the consequences if the issue continues is not present.

    **Criteria Description**

    Explain an idea for addressing the issue and why legislation is the best course for advocacy. (C9.4) (C9.4)

    **5. Target**

    18 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is thorough and provides detailed support from research.

    **4. Acceptable**

    15.3 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is detailed and provides support from research.

    **3. Approaching**

    13.5 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is present but lacks support from research.

    **2. Insufficient**

    11.7 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is not present.

    **1. Unsatisfactory**

    0 points

    An explanation of an idea for addressing the issue and why legislation is the best course for advocacy is not present.

    **Criteria Description**

    Identify a minimum of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years.

    **5. Target**

    18 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is present and provides substantive evidence of the identified issue.

    **4. Acceptable**

    15.3 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is present and provides evidence of the identified issue.

    **3. Approaching**

    13.5 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is present but lacks evidence of the identified issue or falls outside of the five-year limit.

    **2. Insufficient**

    11.7 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    Identification of at least of three research studies, reports, or similar pieces of legislation passed in other states within the last 5 years is not present.

    **Criteria Description**

    Discuss the stakeholders who would support the proposed idea and why.

    **5. Target**

    7.5 points

    A discussion of the stakeholders who would support the proposed idea and why is thorough.

    **4. Acceptable**

    6.38 points

    A discussion of the stakeholders who would support the proposed idea and why is detailed.

    **3. Approaching**

    5.63 points

    A discussion of the stakeholders who would support the proposed idea and why is present.

    **2. Insufficient**

    4.88 points

    A discussion of the stakeholders who would support the proposed idea and why is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of the stakeholders who would support the proposed idea and why is not present.

    **Criteria Description**

    Discuss the stakeholders who would oppose the proposed idea and why.

    **5. Target**

    7.5 points

    A discussion of the stakeholders who would oppose the proposed idea and why is thorough and includes relevant detail on how to debate these considerations.

    **4. Acceptable**

    6.38 points

    A discussion of the stakeholders who would oppose the proposed idea and why is detailed and includes some detail on how to debate these considerations.

    **3. Approaching**

    5.63 points

    A discussion of the stakeholders who would oppose the proposed idea and why is present but lacks detail on how to debate these considerations.

    **2. Insufficient**

    4.88 points

    A discussion of the stakeholders who would oppose the proposed idea and why is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of the stakeholders who would oppose the proposed idea and why is not present.

    **Criteria Description**

    Explain the financial impact of the issue and the solution.

    **5. Target**

    12 points

    An explanation of the financial impact of the issue and the solution is thorough and includes relevant supporting detail from research.

    **4. Acceptable**

    10.2 points

    An explanation of the financial impact of the issue and the solution is detailed and includes some supporting detail from research.

    **3. Approaching**

    9 points

    An explanation of the financial impact of the issue and the solution is present but lacks detail from research.

    **2. Insufficient**

    7.8 points

    An explanation of the financial impact of the issue and the solution is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    An explanation of the financial impact of the issue and the solution is incomplete.

    **Criteria Description**

    Discuss how to advocate for the proposal using legislation.

    **5. Target**

    15 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is thorough and includes substantial detail from research.

    **4. Acceptable**

    12.75 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is detailed and includes some detail from research.

    **3. Approaching**

    11.25 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is present but lacks substantial detail from research.

    **2. Insufficient**

    9.75 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of how to advocate for the proposal using legislation, including contact information for the legislator and the steps needed to present the proposal, is not present.

    **Criteria Description**

    Discuss the role interprofessional collaboration plays in advocacy through legislation.

    **5. Target**

    12 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is thorough and includes substantial detail.

    **4. Acceptable**

    10.2 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is detailed and includes some detail.

    **3. Approaching**

    9 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is present but lacks substantial detail.

    **2. Insufficient**

    7.8 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of the role interprofessional collaboration plays in advocacy through legislation is not present.

    **Criteria Description**

    Description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership

    **5. Target**

    15 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is thorough and includes substantial.

    **4. Acceptable**

    12.75 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is detailed and includes some detail.

    **3. Approaching**

    11.25 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is present but lacks substantial detail.

    **2. Insufficient**

    9.75 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A description of two leadership competencies identified by the AONE that would be necessary for a nurse to advocate for the legislative solution proposed, including a discussion of how the theory of servant leadership supports these competencies, is not present.

    **Criteria Description**

    Discuss how principles of a Christian worldview lend support to legislative advocacy in health care without bias.

    **5. Target**

    15 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is thorough and includes substantial detail regarding inclusiveness and positive health outcomes for all populations.

    **4. Acceptable**

    12.75 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is detailed and includes some detail regarding inclusiveness and positive health outcomes for all populations.

    **3. Approaching**

    11.25 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is present but lacks detail regarding inclusiveness and positive health outcomes for all populations.

    **2. Insufficient**

    9.75 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is incomplete or incorrect.

    **1. Unsatisfactory**

    0 points

    A discussion of how principles of a Christian worldview lend support to legislative advocacy in health care without bias is not present.

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    7.5 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    6.38 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    5.63 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    4.88 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Criteria Description**

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    **5. Target**

    4.5 points

    No errors in formatting or documentation are present.

    **4. Acceptable**

    3.82 points

    Appropriate format and documentation are used with only minor errors.

    **3. Approaching**

    3.38 points

    Appropriate format and documentation are used, although there are some obvious errors.

    **2. Insufficient**

    2.93 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    **1. Unsatisfactory**

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    Total150 points

  • [Solved] 515

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Consider the use of Geographic Information Systems (GIS) in building Business Intelligence (dashboard) tools. You have been asked to present your findings to the top management of your co…

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    Assignment Prompt & Instructions

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Consider the use of Geographic Information Systems (GIS) in building Business Intelligence (dashboard) tools.

    You have been asked to present your findings to the top management of your company.

    You are required to submit a ten-slide PowerPoint presentation of your analysis:

    **How can enterprise dashboards provide business intelligence for managing your Customer Relationships?**

    You will use your textbook, the university digital library and online resources with proper citations.

    Your slide presentation must have three parts:

    1. Review of source(s)
    2. Opinion and commentary
    3. Citations

    Make sure your presentation follows the general, well-known guidelines on effective PowerPoint presentations.

    – a year ago

  • [Solved] Help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Creating units that integrate the content areas supports the learning of young students through themes, projects, and topics that are reflective of their interests. The learning experiences students participate in during these integrated units are deeper and help them make meaningful connections acr…

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    Assignment Prompt & Instructions

    Creating units that integrate the content areas supports the learning of young students through themes, projects, and topics that are reflective of their interests. The learning experiences students participate in during these integrated units are deeper and help them make meaningful connections across the curriculum.

    Select a social studies theme that would be appropriate for the grade level of your field experience classroom. Complete the “ELA, Social Studies, and the Arts Unit Outline” template by identifying one ELA, one social studies, and one arts state standard for each day that complement each other. The ELA and social studies standards can remain the same for the duration of the unit. Select a minimum of one standard from each of the following arts areas to integrate into the unit plan outline: visual, dance and/or theater, and music. The selected standards will inform other assignments in this course.

    Support this assignment with a minimum of three scholarly resources.

    – a year ago

  • [Solved] Help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Arrange the clinical field experience for this course in a preschool-Grade 3 school setting in which you can observe and collaborate with a mentor teacher. Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Create a document to share wi…

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    Assignment Prompt & Instructions

    Arrange the clinical field experience for this course in a preschool-Grade 3 school setting in which you can observe and collaborate with a mentor teacher. Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your mentor teacher detailing these requirements and what is being requested of the mentor teacher. This document should include the scheduling required to complete all assignments.

    Creating a class profile that includes student demographic information, as well as assessment and developmental data can help with planning learning experiences that are appropriate for all students in the classroom. This can be used to determine appropriate differentiation and student groups for instruction.

    Allocate at least 5 hours in the field to support this field experience.

    Observe the students in your field experience classroom. Following your observation, discuss with your mentor teacher the development of the students and how that affects instructional planning, specifically in the areas of ELA, social studies, and the arts. Using the “Class Profile and Student Grouping" template, collaborate with your mentor teacher to create a detailed class profile for the students based on your observations and classroom data provided by your mentor teacher. Ensure pseudonyms are used to maintain student confidentiality.

    Once you have created the class profile, work with your mentor to use the information collected to form small groups. Consider classroom and student factors when creating your groups, as well as how intentionally formed groups will meet student needs and promote positive outcomes for all students.

    Below the class profile and your groupings, write 250-500 word reflection including the following:

    – Summary of the observations and information obtained from your mentor teacher that justify the data included on the class profile.
    – How this class profile will assist in planning instruction for the students in your field experience classroom
    – Rationale for the formation of your small groups. What classroom and student factors did you consider when creating your groups?
    – How you will apply what you have learned about collecting and compiling observational data in your future professional practice.

    Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

    APA format is not required, but solid academic writing is expected.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

    Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

    Submit the Clinical Field Experience Verification Form to the digital classroom in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center

    – a year ago

  • [Solved] Assigment .Apa seven . All instructions attached.

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    Executive Solution Overview

    – a year ago **files (2)** – ## AssigmentTopicyu.docx – RiskManagementProgramAnalysis-PartTwo.docx **## AssigmentTopicyu.docx** 2 ###### Benchmark – Risk Management Program Analysis: Cleveland Clinic ###### Yurienis Viltres Grand Canyon University Risk Management and Health Care Regulation Professor…

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    – a year ago

    **files (2)**

    – ## AssigmentTopicyu.docx

    – RiskManagementProgramAnalysis-PartTwo.docx

    **## AssigmentTopicyu.docx**

    2

    ###### Benchmark – Risk Management Program Analysis: Cleveland Clinic

    ###### Yurienis Viltres Grand Canyon University Risk Management and Health Care Regulation Professor Edwards May 12, 2025

    ###### Benchmark – Risk Management Program Analysis: Cleveland Clinic Introduction The Cleveland Clinic, a globally renowned, nonprofit, multispecialty academic medical center, has a sophisticated risk management program housed within its Office of Clinical Risk Management. The program spans a multi-hospital network, serving as a model of excellence in patient safety and compliance. This analysis explores the structure, compliance, and effectiveness of the Cleveland Clinic’s risk management plan, evaluating its role in minimizing adverse events, addressing legal and ethical concerns, and enhancing healthcare delivery. Health Care Organization and Role of Risk Management The Cleveland Clinic system includes hospitals, outpatient centers, and research facilities across the United States and internationally. The Office of Clinical Risk Management is responsible for preventing and responding to patient safety events, managing liability claims, ensuring legal compliance, and offering staff education on best practices. Risk management at the Cleveland Clinic is integral to operational excellence, promoting a culture of safety through proactive interventions, continuous monitoring, and staff engagement (Cleveland Clinic, 2024). Summary of Risk Management Plan Type The selected risk management plan focuses on a clinical and operational setting. It is designed to support staff and administrative personnel in recognizing, reporting, and managing patient safety concerns and legal liabilities. This plan was selected due to its comprehensive and integrative nature, which aligns with high-reliability principles essential for large healthcare systems. It also facilitates real-time reporting, fosters interdisciplinary collaboration, and ensures system-wide compliance with accreditation and legal standards. Administrative Steps and Processes Standard risk management programs typically include incident reporting, root cause analysis (RCA), training, legal review, and implementation of safety improvements. According to The Joint Commission, which is a MIPPA-approved accrediting body, effective programs must maintain compliance with National Patient Safety Goals, conduct failure mode and effects analyses (FMEAs), and implement continuous performance improvement (The Joint Commission, 2023).The Cleveland Clinic's administrative processes align with these standards. It incorporates structured RCA, system-wide event tracking, sentinel event monitoring, and periodic safety audits. Unlike some systems, it also emphasizes proactive risk assessment and predictive analytics to identify potential risks before they result in harm (Lee et al., 2021). Compliance with MIPPA-Approved Standards The Cleveland Clinic adheres to accreditation standards set by The Joint Commission and federal regulations such as the Health Insurance Portability and Accountability Act (HIPAA) for privacy and OSHA standards for employee safety. The risk management program includes mandatory privacy training, regular staff safety evaluations, and incident tracking tools compliant with Joint Commission requirements (CMS, 2022; OSHA, 2023). Regulatory Agencies and Organizations Key regulatory bodies involved include: · The Joint Commission: Establishes accreditation standards, conducts audits, and sets National Patient Safety Goals. · Centers for Medicare & Medicaid Services (CMS): Links reimbursement to compliance with Conditions of Participation. · Occupational Safety and Health Administration (OSHA): Regulates staff safety through environmental assessments and training. These agencies play complementary roles in enforcing healthcare safety standards and promoting accountability (The Joint Commission, 2023; CMS, 2022). Recommendations to Enhance Compliance To improve the risk management plan, Cleveland Clinic could integrate artificial intelligence (AI) tools to enhance predictive modeling and automate risk flagging in real time. Additionally, enhancing communication training and standardizing debrief protocols across departments could reduce preventable harm and reinforce compliance. Recommendations to Build a Culture of Compassion Grounded in the Christian worldview, risk management must extend beyond compliance to include compassion and justice. Implementing spiritual care rounds, resilience training, and ethical forums would foster a compassionate work environment. These practices promote the common good by prioritizing human dignity, alleviating distress, and supporting healthcare providers in morally complex situations (Koenig, 2020). Conclusion The Cleveland Clinic's risk management plan demonstrates exemplary alignment with regulatory standards and industry’s best practices. Its holistic and proactive approach enhances patient safety and reduces liability. By integrating advanced technologies and promoting compassion through faith-based values, the system can further its mission of delivering safe, ethical, and high-quality care. References Centers for Medicare & Medicaid Services. (2022). Conditions of participation (CoPs). https://www.cms.gov/Regulations-and-Guidance Cleveland Clinic. (2024). Patient safety and quality. https://my.clevelandclinic.org/about/overview/patient-safety Koenig, H. G. (2020). Religion and mental health: Research and clinical applications. Academic Press. Lee, H., McDonald, M. V., Leff, B., Goldstein, J. N., & Feldman, P. H. (2021). A predictive model for adverse events in home healthcare. Journal of the American Geriatrics Society, 69(5), 1303–1311. https://doi.org/10.1111/jgs.17082 Occupational Safety and Health Administration. (2023). Healthcare workers. https://www.osha.gov/healthcare The Joint Commission. (2023). Hospital accreditation standards. https://www.jointcommission.org/standards/manuals/

    **RiskManagementProgramAnalysis-PartTwo.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/riskmanagementprogramanalysis-parttwo-docx-10301471)

    **RiskManagementProgramAnalysis-PartTwo.docx**

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    **## AssigmentTopicyu.docx**

    2

    ###### Benchmark – Risk Management Program Analysis: Cleveland Clinic

    ###### Yurienis Viltres Grand Canyon University Risk Management and Health Care Regulation Professor Edwards May 12, 2025

    ###### Benchmark – Risk Management Program Analysis: Cleveland Clinic Introduction The Cleveland Clinic, a globally renowned, nonprofit, multispecialty academic medical center, has a sophisticated risk management program housed within its Office of Clinical Risk Management. The program spans a multi-hospital network, serving as a model of excellence in patient safety and compliance. This analysis explores the structure, compliance, and effectiveness of the Cleveland Clinic’s risk management plan, evaluating its role in minimizing adverse events, addressing legal and ethical concerns, and enhancing healthcare delivery. Health Care Organization and Role of Risk Management The Cleveland Clinic system includes hospitals, outpatient centers, and research facilities across the United States and internationally. The Office of Clinical Risk Management is responsible for preventing and responding to patient safety events, managing liability claims, ensuring legal compliance, and offering staff education on best practices. Risk management at the Cleveland Clinic is integral to operational excellence, promoting a culture of safety through proactive interventions, continuous monitoring, and staff engagement (Cleveland Clinic, 2024). Summary of Risk Management Plan Type The selected risk management plan focuses on a clinical and operational setting. It is designed to support staff and administrative personnel in recognizing, reporting, and managing patient safety concerns and legal liabilities. This plan was selected due to its comprehensive and integrative nature, which aligns with high-reliability principles essential for large healthcare systems. It also facilitates real-time reporting, fosters interdisciplinary collaboration, and ensures system-wide compliance with accreditation and legal standards. Administrative Steps and Processes Standard risk management programs typically include incident reporting, root cause analysis (RCA), training, legal review, and implementation of safety improvements. According to The Joint Commission, which is a MIPPA-approved accrediting body, effective programs must maintain compliance with National Patient Safety Goals, conduct failure mode and effects analyses (FMEAs), and implement continuous performance improvement (The Joint Commission, 2023).The Cleveland Clinic's administrative processes align with these standards. It incorporates structured RCA, system-wide event tracking, sentinel event monitoring, and periodic safety audits. Unlike some systems, it also emphasizes proactive risk assessment and predictive analytics to identify potential risks before they result in harm (Lee et al., 2021). Compliance with MIPPA-Approved Standards The Cleveland Clinic adheres to accreditation standards set by The Joint Commission and federal regulations such as the Health Insurance Portability and Accountability Act (HIPAA) for privacy and OSHA standards for employee safety. The risk management program includes mandatory privacy training, regular staff safety evaluations, and incident tracking tools compliant with Joint Commission requirements (CMS, 2022; OSHA, 2023). Regulatory Agencies and Organizations Key regulatory bodies involved include: · The Joint Commission: Establishes accreditation standards, conducts audits, and sets National Patient Safety Goals. · Centers for Medicare & Medicaid Services (CMS): Links reimbursement to compliance with Conditions of Participation. · Occupational Safety and Health Administration (OSHA): Regulates staff safety through environmental assessments and training. These agencies play complementary roles in enforcing healthcare safety standards and promoting accountability (The Joint Commission, 2023; CMS, 2022). Recommendations to Enhance Compliance To improve the risk management plan, Cleveland Clinic could integrate artificial intelligence (AI) tools to enhance predictive modeling and automate risk flagging in real time. Additionally, enhancing communication training and standardizing debrief protocols across departments could reduce preventable harm and reinforce compliance. Recommendations to Build a Culture of Compassion Grounded in the Christian worldview, risk management must extend beyond compliance to include compassion and justice. Implementing spiritual care rounds, resilience training, and ethical forums would foster a compassionate work environment. These practices promote the common good by prioritizing human dignity, alleviating distress, and supporting healthcare providers in morally complex situations (Koenig, 2020). Conclusion The Cleveland Clinic's risk management plan demonstrates exemplary alignment with regulatory standards and industry’s best practices. Its holistic and proactive approach enhances patient safety and reduces liability. By integrating advanced technologies and promoting compassion through faith-based values, the system can further its mission of delivering safe, ethical, and high-quality care. References Centers for Medicare & Medicaid Services. (2022). Conditions of participation (CoPs). https://www.cms.gov/Regulations-and-Guidance Cleveland Clinic. (2024). Patient safety and quality. https://my.clevelandclinic.org/about/overview/patient-safety Koenig, H. G. (2020). Religion and mental health: Research and clinical applications. Academic Press. Lee, H., McDonald, M. V., Leff, B., Goldstein, J. N., & Feldman, P. H. (2021). A predictive model for adverse events in home healthcare. Journal of the American Geriatrics Society, 69(5), 1303–1311. https://doi.org/10.1111/jgs.17082 Occupational Safety and Health Administration. (2023). Healthcare workers. https://www.osha.gov/healthcare The Joint Commission. (2023). Hospital accreditation standards. https://www.jointcommission.org/standards/manuals/

    **RiskManagementProgramAnalysis-PartTwo.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/riskmanagementprogramanalysis-parttwo-docx-10301471)

    **## AssigmentTopicyu.docx**

    2

    ###### Benchmark – Risk Management Program Analysis: Cleveland Clinic

    ###### Yurienis Viltres Grand Canyon University Risk Management and Health Care Regulation Professor Edwards May 12, 2025

    ###### Benchmark – Risk Management Program Analysis: Cleveland Clinic Introduction The Cleveland Clinic, a globally renowned, nonprofit, multispecialty academic medical center, has a sophisticated risk management program housed within its Office of Clinical Risk Management. The program spans a multi-hospital network, serving as a model of excellence in patient safety and compliance. This analysis explores the structure, compliance, and effectiveness of the Cleveland Clinic’s risk management plan, evaluating its role in minimizing adverse events, addressing legal and ethical concerns, and enhancing healthcare delivery. Health Care Organization and Role of Risk Management The Cleveland Clinic system includes hospitals, outpatient centers, and research facilities across the United States and internationally. The Office of Clinical Risk Management is responsible for preventing and responding to patient safety events, managing liability claims, ensuring legal compliance, and offering staff education on best practices. Risk management at the Cleveland Clinic is integral to operational excellence, promoting a culture of safety through proactive interventions, continuous monitoring, and staff engagement (Cleveland Clinic, 2024). Summary of Risk Management Plan Type The selected risk management plan focuses on a clinical and operational setting. It is designed to support staff and administrative personnel in recognizing, reporting, and managing patient safety concerns and legal liabilities. This plan was selected due to its comprehensive and integrative nature, which aligns with high-reliability principles essential for large healthcare systems. It also facilitates real-time reporting, fosters interdisciplinary collaboration, and ensures system-wide compliance with accreditation and legal standards. Administrative Steps and Processes Standard risk management programs typically include incident reporting, root cause analysis (RCA), training, legal review, and implementation of safety improvements. According to The Joint Commission, which is a MIPPA-approved accrediting body, effective programs must maintain compliance with National Patient Safety Goals, conduct failure mode and effects analyses (FMEAs), and implement continuous performance improvement (The Joint Commission, 2023).The Cleveland Clinic's administrative processes align with these standards. It incorporates structured RCA, system-wide event tracking, sentinel event monitoring, and periodic safety audits. Unlike some systems, it also emphasizes proactive risk assessment and predictive analytics to identify potential risks before they result in harm (Lee et al., 2021). Compliance with MIPPA-Approved Standards The Cleveland Clinic adheres to accreditation standards set by The Joint Commission and federal regulations such as the Health Insurance Portability and Accountability Act (HIPAA) for privacy and OSHA standards for employee safety. The risk management program includes mandatory privacy training, regular staff safety evaluations, and incident tracking tools compliant with Joint Commission requirements (CMS, 2022; OSHA, 2023). Regulatory Agencies and Organizations Key regulatory bodies involved include: · The Joint Commission: Establishes accreditation standards, conducts audits, and sets National Patient Safety Goals. · Centers for Medicare & Medicaid Services (CMS): Links reimbursement to compliance with Conditions of Participation. · Occupational Safety and Health Administration (OSHA): Regulates staff safety through environmental assessments and training. These agencies play complementary roles in enforcing healthcare safety standards and promoting accountability (The Joint Commission, 2023; CMS, 2022). Recommendations to Enhance Compliance To improve the risk management plan, Cleveland Clinic could integrate artificial intelligence (AI) tools to enhance predictive modeling and automate risk flagging in real time. Additionally, enhancing communication training and standardizing debrief protocols across departments could reduce preventable harm and reinforce compliance. Recommendations to Build a Culture of Compassion Grounded in the Christian worldview, risk management must extend beyond compliance to include compassion and justice. Implementing spiritual care rounds, resilience training, and ethical forums would foster a compassionate work environment. These practices promote the common good by prioritizing human dignity, alleviating distress, and supporting healthcare providers in morally complex situations (Koenig, 2020). Conclusion The Cleveland Clinic's risk management plan demonstrates exemplary alignment with regulatory standards and industry’s best practices. Its holistic and proactive approach enhances patient safety and reduces liability. By integrating advanced technologies and promoting compassion through faith-based values, the system can further its mission of delivering safe, ethical, and high-quality care. References Centers for Medicare & Medicaid Services. (2022). Conditions of participation (CoPs). https://www.cms.gov/Regulations-and-Guidance Cleveland Clinic. (2024). Patient safety and quality. https://my.clevelandclinic.org/about/overview/patient-safety Koenig, H. G. (2020). Religion and mental health: Research and clinical applications. Academic Press. Lee, H., McDonald, M. V., Leff, B., Goldstein, J. N., & Feldman, P. H. (2021). A predictive model for adverse events in home healthcare. Journal of the American Geriatrics Society, 69(5), 1303–1311. https://doi.org/10.1111/jgs.17082 Occupational Safety and Health Administration. (2023). Healthcare workers. https://www.osha.gov/healthcare The Joint Commission. (2023). Hospital accreditation standards. https://www.jointcommission.org/standards/manuals/

    **RiskManagementProgramAnalysis-PartTwo.docx**

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  • [Solved] Pediatric SOAP NOTE

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    SOAP note. Rubric, SOAP note template and previous instructor feedback provided. APA format. use evidence based practice and CDC guidelines – [\ \ pedssoapnotetemplate.docx](https://www.sweetstudy.com/files/pedssoapnotetemplate-docx "pedssoapnotetemplate.docx") – [\ \ PEDSSOAPnotepearls.docx](ht…

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    SOAP note. Rubric, SOAP note template and previous instructor feedback provided. APA format. use evidence based practice and CDC guidelines

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    \
    pedssoapnotetemplate.docx](https://www.sweetstudy.com/files/pedssoapnotetemplate-docx "pedssoapnotetemplate.docx")
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    \
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    SOAPNoteRubricandpreviousfeedbackfromlastSOAPnote.docx](https://www.sweetstudy.com/files/soapnoterubricandpreviousfeedbackfromlastsoapnote-docx "SOAPNoteRubricandpreviousfeedbackfromlastSOAPnote.docx")

    – a year ago

  • [Solved] SLP4

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    – a year ago **files (1)** – ## SLP4.docx **## SLP4.docx** **Module 4 – SLP** **Total Rewards; Employee & Labor Relations; Global HR** Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their stud…

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    **files (1)**

    – ## SLP4.docx

    **## SLP4.docx**

    **Module 4 – SLP**

    **Total Rewards; Employee & Labor Relations; Global HR**

    Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.

    [_Which steps should you take before considering terminating an employee_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505575&srcou=104372) – LinkedIn Learning

    [_Preparing your documentation_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505576&srcou=104372) – LinkedIn Learning

    **Assignment**

    **_Address the following issues in an essay format which includes an introduction and conclusion (not a Q & A format). Utilize information from readings and research to help strengthen and validate your writing._**

    · What steps should take place before the decision is made to terminate an employee?

    · What documentation should be completed regarding the employee's termination?

    Utilize information from
    **at least 2 Trident Online Library sources to help strengthen and validate your discussion.**

    Provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what have been used previously in your other papers and courses.

    Bring in related court case decisions to help augment your discussion, if applicable.

    Paper length:
    **2-3 pages** (not counting the cover and reference pages).

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
    _Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
    _References_ page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

    **## SLP4.docx**

    **Module 4 – SLP**

    **Total Rewards; Employee & Labor Relations; Global HR**

    Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.

    [_Which steps should you take before considering terminating an employee_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505575&srcou=104372) – LinkedIn Learning

    [_Preparing your documentation_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505576&srcou=104372) – LinkedIn Learning

    **Assignment**

    **_Address the following issues in an essay format which includes an introduction and conclusion (not a Q & A format). Utilize information from readings and research to help strengthen and validate your writing._**

    · What steps should take place before the decision is made to terminate an employee?

    · What documentation should be completed regarding the employee's termination?

    Utilize information from
    **at least 2 Trident Online Library sources to help strengthen and validate your discussion.**

    Provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what have been used previously in your other papers and courses.

    Bring in related court case decisions to help augment your discussion, if applicable.

    Paper length:
    **2-3 pages** (not counting the cover and reference pages).

    **SLP Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
    _Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
    _References_ page?

    ·
    **Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?