Instructions As you continue on your quest for academic success, it is important to share your knowledge with others. In fact, you have been asked to provide advice to future students on academic integrity. Begin by reviewing the Unit VI Scenario Activity in this unit’s readings to determine instances in which academic integrity has been violated. After doing so, it is now time to share your knowledge with others. You have been given the task of writing a reflection paper to future students in which you will share your advice on academic integrity. Your reflection must cover the topics listed below. What did you initially know about academic integrity before viewing the presentation?Have you ever been tempted to use a contracted website?What factors should you and other students examine before embracing an “online tutoring” website?How can a “homework assistance” website promote academic dishonesty?What are some ways students can avoid academic dishonesty?What repercussions could students face if they violate University Academic Integrity Policy?What can you do in the future to avoid violations of academic integrity?Your paper must be a minimum of two pages in length. Make certain to double space, use 12-point Times New Roman font, and use one-inch margins for your paper. Do not forget to utilize what you have learned about paraphrasing and using citations. You must include a references page for all sources used, and in-text citations should be included as well.

Scenario Consider the current environment. This could be your current care setting, the care settings presented in the Vila Health: Using Evidence to Drive Improvement or Vila Health: Concept Maps as Diagnostic Tools media, or a care setting in which you are interested in working. For the setting that you choose you will need to have a data set that depicts sub-optimal outcomes related to a clinical issue. This data could be from existing sources in the course (Vila Health: Using Evidence to Drive Improvement), a relevant data set that already exists (a data set from the case study you used as a basis for your Concept Map assessment, or from your current place of practice), or an appropriate data set that you have created yourself. (Note: if you choose to create your own data set, check with your instructor first for approval and guidance.) After you have selected an appropriate data set, use your understanding of the data to create at least one realistic goal (though you may create more) that will be driven by a change strategy appropriate for the environment and goal. Potential topics for this assessment could be: Consider ways to help minimize the rate of secondary infections related to the condition, disease, or disorder that you focused on for your Concept Map assessment. As a starting point you could ask yourself, "What could be changed to facilitate safety and minimize risks of infection?" Consider how to help a patient experiencing traumatic stress or anxiety over hospitalization. As a starting point you could ask yourself, "How could the care environment be changed to enhance coping?" Once you determine the change you would like to make, consider the following: What data will you use to justify the change? How can the team achieve this change with a reasonable cost? What are the effects on the workplace? What other implementation considerations do you need to consider to ensure that the change strategy is successful? How does your change strategy address all aspects of the Quadruple Aim, especially the well-being of health care professionals? Once the change strategy is implemented, how would you evaluate the efficiency and effectiveness of the care system if the desired outcomes are met? Instructions Your assessment submission should include a data table that illustrates the current and desired states of the clinical issue you are attempting to improve through your application of change strategies. Additionally, you will need to explain the rationale for your decisions around your chosen change strategies, as well as how the change strategies will be successfully implemented. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your change strategy addresses all of them. You may also want to read the Change Strategy and Implementation scoring guide and Guiding Questions: Change Strategy and Implementation to better understand how each grading criterion will be assessed. Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes. Propose change strategies that will help to achieve the desired state of one or more clinical outcomes. Justify the specific change strategies used to achieve desired outcomes. Explain how change strategies will lead to quality improvement with regard to safety and equitable care. Explain how change strategies will utilize interprofessional considerations to ensure successful implementation. Communicate the change plan in a way that makes the data and rationale easily understood and compelling. Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like: Assessment 2 Example [PDF]. Additional Requirements Length of submission: 3–5 double-spaced, typed pages, not including the title and reference pages. Your plan should be succinct yet substantive. Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your goal setting, proposed change strategies, quality improvement, and interprofessional considerations. Resources should be no more than five years old. APA formatting: Use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. No abstract is required. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Assessment Komenan, K., Elidjé, E. J., Ildevert, G. P., Yao, K. I., Kanga, K., Kouamé, K. A., . . . Kanga, J. (2013). Multifocal buruli ulcer associated with secondary infection in HIV positive patient. Case Reports in Medicine, 2013, 1–4. Retrieved from https://www.hindawi.com/journals/crim/2013/348628/ SHOW LESS Biopsychosocial Scaramuzzo, L. A., Gordils-Perez, J., & Cullen, P. M., (2014). Getting patients active: Using national data to drive practice. Clinical Journal of Oncology Nursing, 18, 41–43. Change Eads, V., & Maruzzella, G. (2016). The clinical nurse as an agent of change. Medsurg Nursing, 25(3), 173–175. Heinig, M. J. (2010). Using data to drive and shape change. Journal of Human Lactation, 26(4), 359–361. Nundy, S., Mishra, A., Hogan, P., Lee, S. M., Solomon, M. C., & Peek, M. E. (2014). How do mobile phone diabetes programs drive behavior change? Evidence from a mixed methods observational cohort study. The Diabetes Educator, 40(6), 806–819. Evidence and Goal Setting Ahrens, S., & Johnson, C. S. (2013). Finding the way to evidence-based practice. Nursing Management, 44(5), 15–19. Taylor, M. V., Priefer, B. A., & Alt-White, A. C. (2016). Evidence-based practice: Embracing integration. Nursing Outlook, 64(6), 575–582. View the simulation Vila Health: Using Evidence to Drive Improvement | Transcript. Pathophysiology Li, Y., Lu, Z., Zhang, X., Yu, H., Kirkwood, K. L., Lopes-Virella, M. F., & Huang, Y. (2015). Metabolic syndrome exacerbates inflammation and bone loss in periodontitis. Journal of Dental Research, 94(2), 362–370. Mocan Hognogi, L. D., & Simiti, L. V. (2016). The cardiovascular impact of visfatin - An inflammation predictor biomarker in metabolic syndrome. Clujul Medical, 89(3), 322–326. Pharmacology Sharmila, V., & Babu, T. (2015). Oral contraceptive pills induced hemichorea in an adolescent female with polycystic ovarian disease. Indian Journal of Pharmacology, 47(2), 232–233.