NurFPX4050 CU Nursing Mental Health Medical Plan Essay

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NurFPX4050

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For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature. This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.

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For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature. NOTE: You are required to complete this assessment after Assessment 1 is successfully completed. Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life. This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem. You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. Preparation In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature. To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2020. Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Note: You are required to complete Assessment 1 before this assessment. For this assessment: • Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan. Document Format and Length Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA formatted paper, 5–7 pages in length, not including title page and reference list. References should be from 2017-2021 APA 7TH Ed Supporting Evidence Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. • • • Design patient-centered health interventions and timelines for a selected health care problem. • Address three health care issues. • Design an intervention for each health issue. • Identify three community resources for each health intervention. Consider ethical decisions in designing patient-centered health interventions. • Consider the practical effects of specific decisions. • Include the ethical questions that generate uncertainty about the decisions you have made. Identify relevant health policy implications for the coordination and continuum of care. • Cite specific health policy provisions. • • • • Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. • Clearly explain the need for changes to the plan. Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. • Use the literature on evaluation as guide to compare learning session content with best practices. • Align teaching sessions to the Healthy People 2020 document. Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Additional Requirements Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Final Care Coordination Plan Scoring Guide CRITERIA Design patientcentered health interventions and timelines for a selected health care problem. NONPERFORMA NCE Does not design patientcentered health interventi ons and timelines for a selected health care problem. BASIC PROFICIENT DISTINGUISHED Designs patientcentered health intervention for a selected health care problem. Designs patientcentered health interventions and timelines for a selected health care problem. Designs patientcentered health interventions and timelines for a selected health care problem that includes community resources. CRITERIA NONPERFORMA NCE BASIC PROFICIENT DISTINGUISHED Consider ethical decisions in designing patientcentered health interventions. Does not consider ethical decisions in designing health interventi ons. Considers illdefined or ambiguous ethical decisions in designing patientcentered health interventions. Considers ethical decisions in designing patientcentered health interventions. Considers insightful ethical decisions in designing patientcentered health interventions. These decisions are supported by the literature. Identify relevant health policy implications for the coordination and continuum of care. Does not identify relevant health policy implicatio ns for the coordinati on and continuu m of care. Identifies health policy implications that are inconsistent with the goals and objectives for the coordination and continuum of care. Identifies relevant health policy implications for the coordination and continuum of care. Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences. Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, Does not describe priorities that a care coordinat or would establish when discussing Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member but does not use evidence-based Describes priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon CRITERIA NONPERFORMA NCE making changes based upon evidence-based practice. BASIC PROFICIENT DISTINGUISHED the plan with a patient and family member. practice to make changes to the plan. evidence-based practice. evidence-based practice. Clearly explains the need for changes to the plan. Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. Does not use the literature on evaluatio n as a guide to compare learning session content with best practices, and does not include how to align teaching sessions to the Healthy People 2020 document . Discusses evaluation but does not use the literature as a guide to compare learning session content with best practices, or does not include how to align teaching sessions to the Healthy People 2020 document. Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. Clearly explains the need for any revisions. Apply APA formatting to intext citations and references, Does not apply APA formattin g to headings, Applies APA formatting to intext citations, headings and references Applies APA formatting to intext citations and references, exhibiting nearly Exhibits strict and flawless adherence to APA formatting of headings, in- NONPERFORMA NCE BASIC exhibiting nearly flawless adherence to APA format. in-text citations, and reference s. Does not use quotes or paraphras e correctly. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punct uation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transition s. CRITERIA PROFICIENT DISTINGUISHED incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing. flawless adherence to APA format. text citations, and references. Quotes and paraphrases correctly. Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punct uation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punct uation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punct uation, word choice, and free of spelling errors. Develop a hypothetical health promotion plan , 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided. Bullying. • Teen Pregnancy. • LGBTQIA + Health. • Sudden Infant Death (SID). • Immunization. • Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation. Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population's health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People, n.d.). • As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People, n.d.). It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual's health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorallybased education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person's levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process. What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes. What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community. References Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html HealthPeople.gov. (n.d.). https://health.gov/healthypeople Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • • Competency 1: Analyze health risks and health care needs among distinct populations. • Analyze a community health concern that is the focus of a health promotion plan. Competency 2: Propose health promotion strategies to improve the health of populations. • Explain why a health concern is important for health promotion within a specific population. • Establish agreed-upon health goals in collaboration with participants. • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Pls use references from 2017-2021. Thanks Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Preparation The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4). You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4). To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence. As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement. For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues from the list provided in the instructions. Health Promotion Plan Scoring Guide CRITERIA NONPERFORMA NCE BASIC PROFICIENT DISTINGUISHED Analyze a community health concern that is the focus of a health promotion plan. Does not identify a communit y health concern that is the focus of a health promotio n plan. Identifies a community health concern that is the focus of a health promotion plan. Analyzes a community health concern that is the focus of a health promotion plan. Provides an indepth analysis of a community health concern that is the focus of the health promotion plan, and articulates underlying assumptions and points of uncertainty in the analysis. Explain why a health concern is important for health promotion within a specific population. Does not describe health concerns that are important for health promotio n within a specific populatio n. Describes health concerns that are important for health promotion within a specific population. Explains why a health concern is important for health promotion within a specific population. Conclusions are not supported by relevant or current health data. Explains why a health concern is important for health promotion within a specific population. Conclusions are well supported by current and relevant population health data and based on a perceptive analysis of the CRITERIA NONPERFORMA NCE BASIC PROFICIENT DISTINGUISHED factors that contribute to health, health disparities, and access to services. Establish agreed-upon health goals in collaboration with hypothetical participants. Does not establish agreedupon health goals in collaborat ion with hypotheti cal participan ts. Establishes health goals without hypothetical participant collaboration. Establishes agreed-upon health goals in collaboration with hypothetical participants. Establishes agreed-upon health goals in collaboration with hypothetical participants. Goals are realistic, measurable, and attainable. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punct uation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transition s. Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punct uation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punct uation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punct uation, word choice, and free of spelling errors. Apply APA formatting to intext citations Does not apply APA formattin Applies APA formatting to intext citations, Applies APA formatting to intext citations Exhibits strict and flawless adherence to CRITERIA and references exhibiting nearly flawless adherence to APA format. NONPERFORMA NCE BASIC PROFICIENT DISTINGUISHED g to headings, in-text citations, and reference s. Does not use quotes or paraphras e correctly. headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing. and references exhibiting nearly flawless adherence to APA format. APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly. Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report. As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. Professional Context Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral. This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • • • Competency 1: Analyze health risks and health care needs among distinct populations. • Explain how an organization’s work impacts the health and/or safety needs of a local community. Competency 2: Propose health promotion strategies to improve the health of populations. • Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements. Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. • Assess the impact of funding sources, policy, and legislation on an organization’s provision of services. • • Competency 4: Integrate principles of social justice in community health interventions. • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Preparation You are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You have particular interest in one of these organizations but would like to know more about its contributions to public health and safety improvements. You would like to report the results of your research in a scholarly paper that you could submit for publication. Research a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5-page report. As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. Choose the organization or agency you are most interested in researching: • • • • • • • American Red Cross. Habitat for Humanity. United Way. Doctors Without Borders. The Salvation Army. United Nations Children's Fund (UNICEF). Federal Emergency Management Agency (FEMA). Centers for Disease Control and Prevention (CDC). National Center for Transgender Equality. • National Resource Center on LGBT Aging. • Advocacy & Services for LGBT Elders. • Equal Justice Initiative. • National Alliance to End Homelessness. • Urban Triage. • World Health Organization. • The Arc: For People With Intellectual and Developmental Disabilities. • Alliance for Retired Americans. • Futures Without Violence. • Blue Campaign: What Is Human Trafficking? • Covenant House. • Cultural Survival. Note: Remember that you can submit all, or a portion of, your draft research paper to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. • • Instructions Research a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5-page report. As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. After completing this activity, choose an organization or agency from the list that you are most interested in researching. Document Format and Length Format your paper using APA style. • Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include: • A title page and references page. An abstract is not required. A running head on all pages. Appropriate section headings. Your paper should comprise 3–5 pages of content plus title and references pages. • • • Supporting Evidence Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings. Reference SHOULD BE 2017-2021 WITH APA 7TH ED. Graded Requirements The research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. • • • • • • Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements. • Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety. Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community. • Consider the effects of social, cultural, economic, and physical barriers. Assess the impact of funding sources, policy, and legislation on the organization’s provision of services. • Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community. Explain how an organization’s work impacts the health and/or safety needs of a local community. • Consider how nurses might become involved with the organization. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. • Write with a specific purpose and audience in mind. • Adhere to scholarly and disciplinary writing standards and APA formatting requirements. Additional Requirements Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings. Community Resources Scoring Guide CRITERIA NONPERFORMA NCE BASIC PROFICIENT DISTINGUISHED Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements. Does not describe an organizati on’s mission and vision as they relate to public health. Partially describes how an organization’s mission and vision as they relate to public health. Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements. Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements. Draws wellreasoned, logical conclusions about the organization’s work and provides a specific, relevant example of how a local and/or global initiative supports the organization’s mission and vision and promotes public health and safety. Evaluate an organization’s ability to Does not describe how an organizati Describes how an organization promotes equal opportunity and Evaluates an organization’s ability to promote equal Evaluates an organization’s ability to promote equal CRITERIA NONPERFORMA NCE BASIC PROFICIENT DISTINGUISHED promote equal opportunity and improve the quality of life in a community. on promotes equal opportuni ty and improves the quality of life in a communit y. improves the quality of life in a community. opportunity and improve the quality of life in a community. opportunity and improve the quality of life in a community, with regard to the effects of social, cultural, economic, and physical barriers and their implications for the organization and community. Assess the impact of funding sources, policy, and legislation on an organization’s service delivery. Does not identify funding sources, policy, and legislation related to on an organizati on’s service delivery. Identifies funding sources, policy, and legislation related to an organization’s service delivery. Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery. Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery. Provides clear insight into the potential implications of funding decisions, policy, and legislation for community members. Explain how an organization’s work impacts the health and/or safety needs of a local community. Does not explain how an organizati on’s work impacts the health and/or Describes an organization’s work in community health and safety. Explains how an organization’s work impacts the health and/or safety needs of a local community. Explain how an organization’s work impacts the health and/or safety needs of a local community, and offers creative CRITERIA NONPERFORMA NCE BASIC PROFICIENT safety needs of a local communit y. DISTINGUISHED or insightful ideas about how nurses might become involved with the organization. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punct uation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transition s. Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punct uation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punct uation, word choice, and spelling. Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punct uation, word choice, and free of spelling errors. Apply APA formatting to intext citations and references exhibiting nearly flawless adherence to APA format. Does not apply APA formattin g to headings, in-text citations, and reference s. Does not use quotes or paraphras e correctly. Applies APA formatting to intext citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing. Applies APA formatting to intext citations and references exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, intext citations, and references. Quotes and paraphrases correctly. Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team. As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Professional Context Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community. Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts. To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage. Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020). An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, selfquarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020). This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • • • Competency 1: Analyze health risks and health care needs among distinct populations. • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Competency 2: Propose health promotion strategies to improve the health of populations. • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts. Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. • Explain how health and governmental policy affect disaster recovery efforts. Competency 4: Integrate principles of social justice in community health interventions. • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services. • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years). • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented. Note: Complete the assessments in this course in the order in which they are presented. • Preparation When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources. In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team. To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenariosimulation. In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Begin thinking about: • • • Community needs. Resources, personnel, budget, and community makeup. People accountable for implementation of the disaster recovery plan. Healthy People 2020 goals. A timeline for the recovery effort. You may also wish to: • • Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan: • Mobilize collaborative partners. • Assess community needs. • Plan to lessen health disparities and improve access to services. • Implement a plan to reach Healthy People 2020 objectives. • Track community progress. • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations. • Instructions Complete the following: 1. Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community. • Assess community needs. • Consider resources, personnel, budget, and community makeup. • Identify the people accountable for implementation of the plan and describe their roles. • Focus on specific Healthy People 2020 goals. • Include a timeline for the recovery effort. 2. Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan: • Mobilize collaborative partners. • o o o Assess community needs. ▪ Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community. ▪ Include in your plan the equitable allocation of services for the diverse community. ▪ Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position. ▪ Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes. Plan to lessen health disparities and improve access to services. Implement a plan to reach Healthy People 2020 objectives. Track and trace-map community progress. ▪ Use the CDC's Contract Tracing Resources for Health Departments as a template to create your contact tracing. ▪ Describe the plan for contact tracing during the disaster and recovery phase. 3. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes. Presentation Format and Length You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues. Be sure that your slide deck includes the following slides: • Title slide. • Recovery plan title. • Your name. • Date. • Course number and title. • References (at the end of your presentation). Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker's notes section of each slide to develop your talking points and cite your sources as appropriate. The speaker notes should match your recorded voiceover. Make sure to review the Microsoft PowerPoint tutorial for directions for inserting your speaker notes. The following resources will help you create and deliver an effective presentation: • • • • Record a Slide Show With Narration and Slide Timings. • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online. Microsoft Office Software. • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint. PowerPoint Presentations Library Guide. • This library guide provides links to PowerPoint and other presentation software resources. SoNHS Professional Presentation Guidelines [PPTX]. • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation. Supporting Evidence Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan. Reference should be 2017-2021 Graded Requirements The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point: • • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community. • Consider the interrelationships among these factors. Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services. Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community. Explain how health and governmental policy impact disaster recovery efforts. • Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA). Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort. • Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community. • Include evidence to support your strategies. Organize content with clear purpose/goals and with relevant and evidencebased sources (published within 5 years). Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented. • Develop your presentation with a specific purpose and audience in mind. • • • • • • Adhere to scholarly and disciplinary writing standards and APA formatting requirements. Additional Requirements Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation. Disaster Recovery Plan Scoring Guide CRITERIA NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Does not identify the determinants of health that impact safety, health, and disaster recovery efforts in a community. Identifies the determinants of health that impact safety, health, and disaster recovery efforts in a community, without regard to cultural, social, and economic barriers. Describes the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Provides a concise, accurate description of the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Clearly describes the interrelationshi ps among these factors. Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Does not explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services, without regard to the needs of the entire community. Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Provides clear insight into how principles of social justice and cultural sensitivity help CRITERIA NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED to ensure health equity for individuals, families, and aggregates in the community. Explain how health and governmental policy impact disaster recovery efforts. Does not explain how health and governmental policy impact disaster recovery efforts. Explains how health and governmental policy impact disaster recovery efforts, without regard to the needs of the entire community. Explains how health and governmental policy impact disaster recovery efforts. Explains how health and governmental policy impact disaster recovery efforts. Articulates the logical policy implications for community members linked to specific policy provisions. Present specific, evidencebased strategies to overcome communicatio n barriers and enhance interprofessio nal collaboration to improve Does not present specific, evidence-based strategies to overcome communication barriers and enhance interprofessiona l collaboration to improve disaster recovery efforts. Presents strategies to overcome communication barriers and enhance interprofession al collaboration to improve disaster recovery efforts without regard to the needs of the entire community. Presents specific, evidencebased strategies to overcome communicatio n barriers and enhance interprofessio nal collaboration to improve disaster recovery efforts. Presents specific, evidence-based strategies to overcome communication barriers and enhance interprofession al collaboration to improve disaster recovery efforts that are wellsupported by with relevant CRITERIA NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED and credible evidence. Articulates the implications and potential consequences of proposed strategies. disaster recovery efforts. Organize content with clear purpose/goals and with relevant and evidencebased sources (published within 5 years). Does not organize content with clear purpose/goals. Power point slides do not support main points, assertions, arguments, conclusions, or recommendatio ns. Sources are not relevant and/or evidence-based (published within 5 years). Organizes content with clear purpose/goals. Power point slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendatio ns with relevant and evidence-based sources (published within 5 years). Organizes content with clear purpose/goals and with relevant and evidencebased sources (published within 5 years). Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendatio ns with relevant and evidence-based sources (published within 5 years). Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, Slides are difficult to read with multiple editing errors. No audio and/or speaker notes provided. Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Speaker notes Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and Slides are easy to read and clutter free. Slide background is “visually” pleasing with a contrasting color for the text and may CRITERIA organized, and professionally presented. NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED are sufficient support for the slides. professionally presented. utilize graphics. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented. Create a 15-20-slide presentation or a 15-20-minute speech on either same-sex marriage or immigration policy. Many of the current political, legal, and social debates in U.S. society concern diversity and its related issues. Two of those debates have centered on immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns. In this assessment, you apply the sociological perspective to one of these debates. You research the political players and key arguments on the different sides of your chosen controversy, and you place them in historical and contemporary context to gain a deeper understanding of the causes and consequences of the debate, and current and proposed policy solutions. Understanding the key developments and policy changes that pertain to your debate puts you in a position in which you can more accurately evaluate the merits of arguments made by politicians, leaders, and others with a stake in shaping future policy decisions. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • • • • • • Competency 1: Describe theoretical ideas of power in relation to policy. • Discuss how sociological theory can be used to understand disparities in political power. Competency 2: Identify historical and contemporary influences of discrimination in U.S. culture. • Describe the evolution of the social movements that have emerged as a result of a diversity issue. Competency 3: Analyze the effects of social policy using aggregated data. • Address questions that reflect public perception using supporting data or research. Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class. • Analyze the evolution of antidiscrimination law to give context to current law or policy. Competency 5: Apply diversity strategies in professional, educational, and personal contexts. • Discuss tactics employed by activists to promote a cause. Competency 6: Communicate effectively. • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Instructions Your task in this assessment is to choose one of two debates—same-sex marriage or immigration policy—and create a presentation that would be delivered at a symposium on a college campus. You will need to place the debate in historical context, which will involve researching the history of policy as it pertains to your chosen topic and the social movements that developed as a result—for example, the gay rights movement. You will also be asked to address potential questions audience members might ask in this kind of situation. Your presentation should demonstrate your understanding of the debate you have chosen, as well as your ability to apply the sociological perspective to a complex and controversial social issue. Focusing on either same-sex marriage or immigration policy, create a PowerPoint presentation for the hypothetical audience you are addressing that addresses each of the items below. Include graphics with supporting data in the form of charts, tables, or graphs when appropriate, and include any other information that supports your message. Be sure to include extensive speaker's notes (using the Notes feature in PowerPoint, which allows you to add notes to each slide) to provide detailed descriptions of each of the topics covered in the presentation Complete the following: • • • • • Provide an overview and description of the central issue you have chosen to address. Describe the evolution of the social movements (the gay rights movement or immigration rights movements, for example) that are a precursor for or have emerged as a result of your chosen issue. • Include a time line with key events to provide historical context. • Describe any milestones that have characterized the development of the social movement involving your issue. Briefly analyze the following for your selected topic: • The evolution of federal legislation on the topic over the past 10 years. • The current political landscape, including key political debates related to your central issue. Introduce the important political players in the national debate. Explain how at least one specific sociological theory can be used to understand why some players have more power than others in this debate. • • Examples of theories include conflict theory, power elite theory, and human capital theory. Discuss how the continued uncertainty in political and legal environments affects stakeholders who are seeking to expand their rights or challenge existing policies. • Describe tactics activists on either side of the debate have used to further the cause. The symposium coordinator has sent you the questions below in anticipation of your visit. Draft answers for each, typing your answers in the Notes box below the Questions slide you have created, if you are doing a PowerPoint presentation. If you are writing a speech, include the questions and answers at the end. Support your answers with research and data from scholarly sources. Choose the set of questions that is appropriate for your chosen topic. • Immigration: ▪ "Ninety percent of illegal immigrants are on the public dole. Why are we giving welfare benefits to people who aren't citizens?" ▪ "Mexicans are taking away our jobs. What is the best way to stop them?" o Same-sex marriage: ▪ "I heard 75 percent of people are against gay marriage. Who are they?" ▪ "If we allow gays to marry, won't it destroy our social fabric?" Additional Requirements • • • • • Written communication: Written communication is free of errors that detract from the overall message. Length: If you chose to do a PowerPoint presentation, it should contain 15–20 slides. Slides should contain no more than a few bulleted points and/or a graphic. Rather than cramming slides with text, use the Notes box below each slide to explain and expand on your bulleted points in each slide. If a written speech is chosen, it should be 15–20 minutes long when read aloud, aloud or at least 1500 words. Format: Include a title and reference slides or pages. Cite any sources used in current APA style and format. Sources: Cite at least six credible scholarly sources to support your presentation. References should be from 2017-2021 Framing an Issue From the Sociological Perspective Scoring Guide CRITERIA NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED Discuss how sociological theory can be used to understand disparities in political power. Does not list ways that sociological theory can be used to understand disparities in political power. Lists way that sociological theory can be used to understand disparities in political power. Discusses how sociological theory can be used to understand disparities in political power. Analyzes how sociological theory can be used to understand disparities in political power and cites scholarly sources for support. Describe the evolution of the social movements that have emerged as a result of a diversity issue. Does not describe the evolution of the social movements that have emerged as a result of a diversity issue. Describes the evolution of the social movements that have emerged as a result of a diversity issue but is vague on the rationale for their interconnectedn ess. Describes the evolution of the social movements that have emerged as a result of a diversity issue. Analyzes the evolution of the social movements that have emerged as a result of a diversity issue and cites support from scholarly resources. Address questions that reflect public perception using supporting data or research. Does not address questions that reflect public perception using supporting data or research. Addresses questions that reflect public perception using data or research that is inadequate or inappropriate. Addresses questions that reflect public perception using supporting data or research. Addresses questions that reflect public perception using supporting data or research and real-world examples in a persuasive way that CRITERIA NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED illuminates facts surrounding the issues. Analyze the evolution of antidiscriminat ion law to give context to current law or policy. Does not discuss the evolution of antidiscriminat ion law to give context to current law or policy. Discusses the evolution of antidiscriminatio n law to give context to current law or policy. Analyzes the evolution of antidiscriminat ion law to give context to current law or policy. Analyzes the evolution of antidiscriminat ion law to give context to current law or policy and cites scholarly resources for support. Discuss tactics employed by activists to promote a cause. Does not list tactics employed by activists to promote a cause. Lists tactics employed by activists to promote a cause. Discusses tactics employed by activists to promote a cause. Analyzes the effectiveness of tactics employed by activists to promote a cause. Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Does not write coherently to support a central idea in appropriate format. Does not use correct grammar, usage, and mechanics. Writes to support an idea. Format is inconsistent and contains major errors of grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Writes coherently, using evidence to support a central idea in a consistently appropriate format with correct grammar, usage, and mechanics. Write a 6-8-page essay comparing two U.S. states' approaches to issues of same-sex marriage or immigration policy. Note: You must complete Assessment 4 before beginning this assessment. How can sociological research help us understand how laws and policies are made and how they change over time? How might we use the sociological perspective to develop more effective solutions to political and social issues or create policies that are effective and based on sound research? These are questions to consider as you explore the connection between political and economic power and legislative decision making. In this final assessment, you study how our culture's beliefs about diversity are reflected in the law-making and policy-making process, including laws and policies that pertain to immigration and same-sex marriage. As you compare and contrast how two specific states have approached immigration or same-sex marriage, reflect on which sociological theories (such as power elite theory, state autonomy theory, or pluralism) best apply to the policy decisions that have been made in your states. Something to think about, too, is whether the policies and positions maintained by those in power actually reflect the research and data on the topic or issue they address. The research you do for this final assessment should show you how power and politics, as well as population demographics, influence policy making. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • • • • Competency 1: Describe theoretical ideas of power in relation to policy. • Discuss contrasts in how states approach a diversity issue, using theoretical ideas of power. Competency 2: Identify historical and contemporary influences of discrimination in U.S. culture. • Discuss law, policy, or politics in states with varying approaches to a diversity issue. Competency 3: Analyze the effects of social policy using aggregated data. • Analyze data to project how state policies might affect population migration. Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class. • Discuss contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue. • • Competency 5: Apply diversity strategies in professional, educational, and personal contexts. • Apply historical solutions to an issue where there are discrepancies between state and federal diversity law. Competency 6: Communicate effectively. • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Instructions Building on your research and analysis of the immigration policy or same-sex marriage debates, this assessment asks you to more closely examine the connection between power, policy, and law making by comparing and contrasting how two states have handled these issues. In order to understand the link between power and political and legal decision making, you will place this process in each state in the appropriate context. That means that you need to assess the historical, demographic, cultural, and socioeconomic factors that have influenced each state's different approach to immigration policy or same-sex marriage. You will also reflect on the consequences of state-to-state discrepancies in policies and laws regarding controversial social and political issues like these. This assessment combines the key components of studying cultural diversity from a sociological perspective—placing current social issues in historical context, understanding how demographic and cultural trends influence public opinion, and applying sociological theories to determine the role of power in shaping policy-making decisions. Write an essay addressing each of the following three parts: • Part 1 – Complete the following: • Discuss one of the following for each of the two states you have chosen as it relates to your chosen topic: ▪ Law (rules and standards enforced by a particular institution). ▪ Politics (the key political players in the policy-making and lawmaking processes). ▪ Policy (principles or methods used to achieve a particular goal or make decisions about political or social issues). o Discuss theories of power that might explain the differences between how each state has handled your issue. ▪ Examples of theories of power include power elite theory, the four networks theory of power, pluralism, Marxist theory, and state autonomy theory. o Discuss other possible explanations for the differences in how each state's government has approached your topic. Address at least three of the following potential factors, and come up with another of your own that might explain the divergent approaches you have identified: ▪ Demographics of the state population, including age, race/ethnicity, gender, and percentage of the population in urban versus rural areas. ▪ Geography. ▪ Religion. ▪ History. ▪ Socioeconomic standing, including median or average income and education levels of the population, as well as the overall economic well-being of each state. Part 2 – Answer the following, incorporating data to support your answers: o To what extent have these states' existing policies and laws affected past or recent migration patterns of the groups affected (immigrants or those seeking same-sex marriage rights)? o How might future migration patterns be affected? Part 3 – Complete the following: o Reflect on a historical precedent in which a state has had to alter its laws as a result of inconsistencies with federal law. ▪ Why and how did the state change its laws? ▪ What lessons might be learned from this precedent, and how can those lessons be applied to your topic? Additional Requirements • Written communication: Written communication is free of errors that detract from the overall message. Length: 6–8 pages, not including the title and reference pages. Format: Include a title page and reference page, and format the essay and your citations according to current APA style and formatting guidelines. Sources: Cite at least four credible, scholarly sources to support your points. • References should be from 2017-2021 • Font and font size: Times New Roman, 12-point. • • • Comparing Politics, Law, Policy, and Power Scoring Guide CRITERIA NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED Discuss contrasts in how states approach a diversity issue, using theoretical ideas of power. Does not discuss contrasts in how states approach a diversity issue. Discusses contrasts in how states approach a diversity issue but does not include appropriate theoretical ideas of power. Discusses contrasts in how states approach a diversity issue, using theoretical ideas of power. Discuss contrasts in how states approach a diversity issue, using theoretical ideas of power, and includes supporting citations from scholarly sources. Discuss law, policy, or politics in states with varying approaches to a diversity issue. Does not list differences in law, policy, or politics in states with varying approaches to a diversity issue Lists differences in law, policy, or politics in states with varying approaches to a diversity issue. Discusses differences in law, policy, or politics in states with varying approaches to a diversity issue. Discusses differences in law, policy, or politics in states with varying approaches to a diversity issue and cites specific examples of their application. Analyze data to project how state policies might affect population migration. Does not analyze data to project how state policies might affect population migration. Analyzes data but does not project a reasonable assessment of how state policies Analyzes data to project how state policies might affect population migration. Analyzes data to project how state policies might affect population migration, including a CRITERIA NONPERFORMANCE BASIC PROFICIENT might affect population migration. DISTINGUISHED discussion of past migrations for context and citations for scholarly sources. Discuss contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue. Does not list contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue. Lists contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue. Discusses contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue. Discusses contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue, including realworld examples of their application. Apply historical solutions to an issue where there are discrepancies between state and federal diversity law. Does not list historical solutions to an issue where there are discrepancies between state and federal diversity law. Lists historical solutions to an issue where there are discrepancies between state and federal diversity law. Applies historical solutions to an issue where there are discrepancies between state and federal diversity law. Applies historical solutions to an issue where there are discrepancies between state and federal diversity law, and points out areas where the lessons learned might not be applicable. CRITERIA Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. NONPERFORMANCE Does not write coherently to support a central idea in appropriate format. Does not use correct grammar, usage, and mechanics. BASIC PROFICIENT DISTINGUISHED Writes to support an idea. Format is inconsistent and contains major errors of grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Writes coherently, using evidence to support a central idea in a consistently appropriate format with correct grammar, usage, and mechanics.
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Final Care Coordination Plan
Name
Institutional Affiliation
Instructor
Course
Date

FINAL CARE COORDINATION PLAN

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Final Care Coordination Plan
The assessment of patient-centered care remains projecting from the time of its
commencement to seek out differences between medicine and nursing. Nursing differs from
medicine because it emphasizes patients as divergent to diseases. In patient-centered care,
precise wants are the principal-driven procedures behind healthcare choices and dimensions
(Sinaiko et al., 2017). In patient-centered care, patients are regarded as partners with healthcare
workers giving out care from clinical experience and emotional, mental, spiritual, social, and
financial.
Patient-Centered Health Interventions and Timelines
Three health issues
For this matter, a 55 years old man has had dementia for a period of 20 years and diabetes
for 12 years. Due to his type two diabetes, he regularly scuffles by high blood pressure. Diabetes,
blood pressure, and dementia are three chief problems distressing the patient.
Interventions of every health issues
Interventions for diabetes are non-pharmacological and pharmacological cures. Nonpharmacological will be approved to manage the disease, which involves eating a healthy,
balanced diet with lots of vegetables and fruits. Exercising frequently and steadily observing the
blood sugar (Sinaiko et al., 2017). Pharmacological actions involve the management of therapy
that aids in upholding blood sugar levels in the patient's body. Intervention for dementia is the
supervision of tablets that lower dementia and therapies that help advance his life quality.
Dementia treatment is a mixture of memantine and cholinesterase inhibitors. Memantine will
increase brain chemicals accountable for memory and learning. The medication helps the patient
continue learning and slow down the memory loss that would make him effectively perform his

FINAL CARE COORDINATION PLAN

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daily living activities. On the contrary, cholinesterase inhibitors' treatment work in improving the
brain's chemical levels, which are answerable for ruling and reminiscence in the brain (Poitras et
al., 2018). The interventions are supervision of thiazide diuretics and calcium canal blockers to
manage the body's blood pressure.
Community Resources for All Health Intervention
The patient has entree to several community resources that he might apply to advance his
health. For dementia, he would ensure his mental health was evaluated and treated at the
compounding pharmacy, where he would have to buy his medicines. For his blood pressure, the
community health resources are good to help the patient in directing him on what to do at a
particular time and to avoid being stressed to maintain the blood pressure level on the body
(Poitras et al., 2018). Lastly, for diabetes, resources of the community will utilize frequent
checkups. Apart from the pharmacy around, there are parks within the community that he will
custom to execute his bodily activities and advance his health.
Ethical Decision in Scheming Patient-Centered Health Involvements
Applied impacts of specific decisions
The practical effects of ethical decision in designing patient’s health involvements include;


Honesty to concealing information of which family members would prefer withholding
medical evidence from the sick to protect their emotions (Poitras et al., 2018). The effect
of this decision will make patients unaware of the state of their illnesses and do things
contrary to the diseases they are fighting against.



Science to spiritual where healthcare based on science and driven results hamper
religious and personal belief. Specific religions limit medical interventions and saving
life procedures. Nurses put the focus on giving medical care to lessen anguish to

FINAL CARE COORDINATION PLAN

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countenance patient’s attention on self-care. For this decision, the focus may be adhering
to...


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