Category: Nursing

Assignment Content
An ePortfolio is a purposeful collection of your work that demonstrates your level of competence as well as your range of effort as an MSN-prepared advanced practice nurse in regard to your practicum project. In this assignment you will create an ePortfolio that showcases the work you have completed so far on your practicum project. You will continue to add to your ePortfolio throughout the course as you complete assignments. In Week 6, you will submit the final version of your ePortfolio. As you decide how to organize and what to include in your ePortfolio, remember that its purpose is to highlight your achievements in completing your practicum project. Consider potential future employers as the primary audience of your ePortfolio. In order to influence their decision to hire you, the ePortfolio will provide evidence of your skills, knowledge, and competence. Making sure that your ePortfolio looks professional is critical; otherwise, any errors will stand out and detract from focusing on your knowledge and skills.
To facilitate the creation of your ePortfolio, you will be using Google Sites™. By using Google Sites™, you will be to access and share your ePortfolio with whomever you want well past your graduation date.
Note: You will need a Google™ account for this. If you do not have one yet, the accounts are free and maintaining it will ensure that you can still access this ePortfolio for as long as you have that Google™ account.
Consult the video tutorials below to assist you in creating your ePortfolio in Google Sites™. As you watch the tutorials, pay close attention to how to share your ePortfolio. You will need to share it with your faculty.
“NEW Google Sites EASY Student Portfolio”
Note: A transcript of the video is available on YouTube™.
“Basic Student ePortfolios Using Google Sites and Google Drive”
– ePortfolio and Project Update [due Mon]
Assignment Content
An ePortfolio is a purposeful collection of your work that demonstrates your level of competence as well as your range of effort as an MSN-prepared advanced practice nurse in regard to your practicum project. In this assignment you will create an ePortfolio that showcases the work you have completed so far on your practicum project. You will continue to add to your ePortfolio throughout the course as you complete assignments. In Week 6, you will submit the final version of your ePortfolio. As you decide how to organize and what to include in your ePortfolio, remember that its purpose is to highlight your achievements in completing your practicum project. Consider potential future employers as the primary audience of your ePortfolio. In order to influence their decision to hire you, the ePortfolio will provide evidence of your skills, knowledge, and competence. Making sure that your ePortfolio looks professional is critical; otherwise, any errors will stand out and detract from focusing on your knowledge and skills.
To facilitate the creation of your ePortfolio, you will be using Google Sites™. By using Google Sites™, you will be to access and share your ePortfolio with whomever you want well past your graduation date.
Note: You will need a Google™ account for this. If you do not have one yet, the accounts are free and maintaining it will ensure that you can still access this ePortfolio for as long as you have that Google™ account.
Consult the video tutorials below to assist you in creating your ePortfolio in Google Sites™. As you watch the tutorials, pay close attention to how to share your ePortfolio. You will need to share it with your faculty.
“NEW Google Sites EASY Student Portfolio”
Note: A transcript of the video is available on YouTube™.
“Basic Student ePortfolios Using Google Sites and Google Drive”
Note: A transcript of the video is available on YouTube™.
“How to Use Google Sites – Tutorial for Beginners”
– ePortfolio and Project Update [due Mon]
Assignment Content

An ePortfolio is a purposeful collection of your work that demonstrates your level of competence as well as your range of effort as an MSN-prepared advanced practice nurse in regard to your practicum project. In this assignment you will create an ePortfolio that showcases the work you have completed so far on your practicum project. You will continue to add to your ePortfolio throughout the course as you complete assignments. In Week 6, you will submit the final version of your ePortfolio. As you decide how to organize and what to include in your ePortfolio, remember that its purpose is to highlight your achievements in completing your practicum project. Consider potential future employers as the primary audience of your ePortfolio. In order to influence their decision to hire you, the ePortfolio will provide evidence of your skills, knowledge, and competence. Making sure that your ePortfolio looks professional is critical; otherwise, any errors will stand out and detract from focusing on your knowledge and skills.
To facilitate the creation of your ePortfolio, you will be using Google Sites™. By using Google Sites™, you will be to access and share your ePortfolio with whomever you want well past your graduation date.
Note: You will need a Google™ account for this. If you do not have one yet, the accounts are free and maintaining it will ensure that you can still access this ePortfolio for as long as you have that Google™ account.
Consult the video tutorials below to assist you in creating your ePortfolio in Google Sites™. As you watch the tutorials, pay close attention to how to share your ePortfolio. You will need to share it with your faculty.
“NEW Google Sites EASY Student Portfolio”
Note: A transcript of the video is available on YouTube™.
“Basic Student ePortfolios Using Google Sites and Google Drive”
Note: A transcript of the video is available on YouTube™.
“How to Use Google Sites – Tutorial for Beginners”
Note: A transcript of the video is available on YouTube™.
Search the Internet for nursing ePortfolio examples. The examples will help you understand the manner in which an ePortfolio is constructed, and what content should be included in the portfolio.
Create a home page for your ePortfolio, providing basic information about yourself and your practicum project.
Add pages for each of the major components of your project. For example:
Literature Review/Synthesis
Gap Analysis or Workflow Analysis
Project Charter and Scope
Implementation Plan
Cost-Benefit Analysis
Risk Management Plan
Communication Plan
Monitoring Plan
Practicum Project Proposal
Provide a brief description of each of the components, explaining their relevance to the project and the work you did on it. Provide some general context as to where and how it fits in with project, as well as its relevance to the project. Including pictures or images is encouraged as long as they enhance and don’t take away from the focus on your project.
Note: Prior to adding your Practicum Project Proposal to the ePortfolio, incorporate all the feedback obtained from both your NSG/516IN instructor and your mentor. You also may include any pertinent documents as artifacts (e.g., charts, tables) in the ePortfolio.
Share the link to your ePortfolio with your faculty. To do this you must first set your sharing permissions. You can set up most of the sharing privileges when you create a new site, but you can also change them at any time. You may want to start by not sharing it with anyone while you’re creating the site then allow people to view the site after you finish it. To share your ePortfolio, in the upper right, click Share with Others. Add your instructor’s email to the Add people and groups field. Then under links select Public for Published Site. Save by clicking Done.
Write a 175-word summary of project’s current status. Provide details on any outstanding tasks and identify any barriers interfering with the project’s implementation and completion.
Assignment Deliverable
Your assignment deliverable will include the following components:
The link to your ePortfolio
175-word summary of your project’s status

Purpose
A strong foundational understanding of the unique properties of medications, including half-life, mechanism of action, and how medications impact neurotransmitters are required to appropriately prescribe psychotherapeutic medications. The purpose of this activity is to complete an information table for psychotherapeutic medications commonly prescribed to clients. Students will download and complete the attached table. The completed medication table will be a valuable study guide and future resource for practicum and certification review.
Course Outcomes  
This assignment enables the student to meet the following course outcomes:  
• CO 1: Examine the neurophysiological and neuroanatomical basis of psychopharmacologic interventions commonly applied in mental health practice. (PO 1)
• CO 2: Associate brain structure and function to the pathophysiology of acute and chronic mental health diagnoses commonly seen in mental health practice. (PO 1)
• CO 3: Apply knowledge of pharmacokinetics and pharmacodynamics in prescribing psychopharmacotherapy. (PO 1)
• CO 5: Identify the most commonly prescribed agents in the major psychopharmacologic drug classes. (POs 1, 2)
• CO 6: Analyze client indicators of therapeutic, ineffective, adverse responses and side effects to psychopharmacotherapy. (PO 1)
.Preparing the Assignment
Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
General Instructions
Download the Week 4 Medication TableLinks to an external site. and complete the required information using the template.
Include the following sections (detailed criteria listed below and in the grading rubric)
1. For each medication listed, complete the following:
a. Provide indication, target symptoms, and affected neurotransmitters.
b. Include half-life and CYP 450 enzyme information.
c. List notable side effects.
d. Link notable side effects to the associated pathway or neurotransmitter.

There are 2 parts to this assessment:
Part 1: Explore nurses’ use of epidemiology and other evidence-based data to develop methods to prevent and mitigate communicable and/or chronic disease in the community.
Part 2: Complete the development of your teaching plan, implement the plan, and evaluate the success of your teaching project.
Part 1: Nursing Student Presentation on Infection ControlPrepare for your presentation by doing the following:
Explore the Healthy People 2030 website.
Review the Objectives and Data page on the Healthy People 2030 website.
Review the Leading Health Indicators page on the Healthy People 2030 website.
Develop a 12- to 15-slide Microsoft® PowerPoint® presentation on infection control to demonstrate your understanding of public health nurses’ roles in prioritizing health promotion and disease prevention strategies. Analyze infectious diseases in your presentation by:
Describing the incidence and/or prevalence of the identified communicable or infectious disease
Evaluating different variables that affect the rates of the communicable or infectious disease within your local community
Analyzing evidence-based practices aimed at reducing the infectious or communicable disease you have identified
Explaining health-promotion techniques that can be used by the community to prevent and/or manage the infectious or communicable disease in the patient population
Include the following in your presentation:
Speaker notes: The slides should only contain essential information and as little text as possible (e.g., slides with long bullet points). 3 to 5 short bullet points per slide. Your speaker notes should convey the details you would give if you were presenting. Refer to the Create Speaker Notes page on the Microsoft website for assistance creating speaker notes. Minimum of 75 worlds for speaker notes.
References and title slide not included in the count
Cite a minimum of 3 scholarly sources.
Format citations and references according to APA guidelines.
Part 2a: Teaching Project Preparation
At a rural clinic, develop a teaching project that addresses Knowledge deficiency: Preventing and managing diabetes related to lack of access to healthcare services and educational intervention. These barriers include a lack of health insurance, inadequate transportation, geographic isolation, and inadequate healthcare facilities.
develop at least 1 SMART goal for your teaching project. You will use this goal to evaluate the success of your teaching project. The acronym, SMART, stands for goals that are specific, measurable, attainable, realistic, and time bound.
SMART goal example: In collaboration with me, the patient developed the following SMART goal related to their efforts to increase exercise in their daily activities to prevent cardiovascular disease: “I will walk at a brisk pace (indicated by light perspiration and dampness under the arms) for 30 minutes a day for at least 5 days per week over a 1-month timeframe.” Progress toward this goal will be evaluated at [specified time].
Determine what resources and materials you will need to gather to teach your patient population.
Format how you would present your teaching materials to your patient population. Ideally, communicate prevention messages for your teaching session using multiple modalities. Modalities could include visual/auditory using face-to-face counseling, visual using written materials, auditory using radio and audiobooks, and kinesthetic using hands-on practice.
Review and modify your teaching project. To do this, identify 1 or 2 clients with whom you can practice the communication method/health promotion delivery modalities. Receive feedback and suggestions for improvement from your client(s) about the method of teaching (e.g., liked it/did not like it and why, ways to improve/do things differently) and incorporate their feedback into your final teaching plan.
Part 2b: Teaching Project Delivery and SummaryDeliver the teaching project focused on the prevention of the identified communicable or chronic disease to the patient population (i.e., individual, family, group). Schedule each educational session for at least 30 minutes (i.e., 15 minutes for the presentation and 15 minutes for demonstration, questions, and/or discussion).
After each teaching session, evaluate the success of the teaching project to address the identified public health issue or disease by assessing the patient population’s understanding of the content. To do this:
Use appropriate evaluation methods, such as teach-back and return demonstration. For example, in conversation with your population, can they teach back any of the major teaching points you delivered during your educational intervention (e.g., handwashing should be performed for at least 20 seconds or the time it takes to sing “Happy Birthday”)?
Correct any errors in understanding during teach back and demonstration.
Write a 350-word summary of your Week 4 patient-education activities that includes:
Locations and dates of all sessions conducted
Description of resources and materials provided for each teaching session
Description of the evaluation method used to evaluate the effectiveness of the patient teaching
Evaluation results
Discussion how you met the objective(s) for the week (Note: The time spent writing this summary cannot be included in the calculation/achievement of your direct-care hours.)
Format your summary according to APA guidelines.
Compile your presentation from Part 1: Infection Control Teaching Project Development and your summary from Part 2b: Teaching Project Delivery and Summary for submission.
Submit both parts of your assessment.

Identify individual and institutional actions (i.e., legislation, policies, practices) that might be implemented to improve health equity in your community.
As a reminder, all discussion posts must be a minimum of 350 words, references must be cited in APA format 7th Edition and must include a minimum of 3 scholarly resources published within the past 5 years.

This is a scholarly APA paper for my BSN class. I have attached all directions and resource information that I have received. My professor stated that there is no specific page length, but the average person has been able to write 6 pages, not including the title page and reference page.

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 of the plan with audio and speaker notes.

1. Describe the purpose of applying nursing theory to patient care.
2. Explain why nursing theory is meaningful to current practice.
3. Explain how a nursing theory can be applied before planning and providing care in current practice.
4. Discuss which theory best reflects your personal view of the essence of nursing and how it has been helpful to you for planning and providing care to your patients.
Cite a minimum of three sources to complete this assignment. Sources must be published within the past 5 years and appropriate for the assignment criteria and nursing content.
Turn it in report to be provided.

7. Dawn Estrada
You’re looking for: Two ICD-10-CM diagnosis codesOnce you find the first diagnosis, be sure to check the instructional notes to find the second.
Four CPT procedure codesThree are labs
What microorganisms are they screening for, and what kind of a test do they use to find them?
Google any abbreviations you don’t know.

There are several main issues in human development that are subject to controversy.
Some researchers maintain for example, that development is a continuous process throughout life while other view development as happening in stages. In responding to the following questions, cite the page numbers from the Kail text and the text edition that you found your answers on.
Describe the continuity (qualitative) vs discontinuity (quantitative) perspectives on how people change over time developmentally. Provide at least one example from the text supporting each perspective that a classmate has not already used. Cite the page numbers from the text where you drew your information from. A study indicating older people who were cranky when younger are still cranky when older would support the notion of continuity rather than discontinuity.
Describe the universal VS context-specific perspectives on development. In other words, does culture impact development or does development occur regardless of sociocultural context? Give at least one example (or another scholarly source such as book or journal) not already given by a classmate that supports each perspective. An example of a context-specific factor impacting development can be seen when children in some African cultures who are carried piggy back style learn to walk months earlier than North American infants. These infants have opportunity to strengthen specific muscle groups that are involved in walking.

Chapters 24,25
DQ#1 Discuss the shamanic worldview of health and illness and how it pertains to the practice of nursing.
For all DQs: Please abide by APA 7th edition format in your writing. Answers should be 2-3 Paragraphs made up of 3-4 sentences each, at least 250 words (more or less) in length.
AND, please use your assigned textbook as, at least,
one reference, or 10 points will be deducted.
Textbook: Complementary and Alternative Therapies for Nursing Practice (5th Edition)
ISBN-13:9780133346503
ISBN-10:0133346501
Author:Karen Lee Fontaine RN MSN
Edition: 5
Publisher: Pearson Education, Inc
Published: 2019