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[Solved] Standard Size Fontcorrect Sentence

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[Solved] Standard Size Fontcorrect Sentence

The Term Project requirement for the course consists of collecting an Internet article related to Developmental Psychology. You are to summarize the information in the article, compare the information to what the text says about the topic covered in the article, and then write a personal reaction. You must include the internet site where you found the article.

Current information (within last 3 years)

Typed, double-spaced with 1” marginsPrint is dark and easy to read, standard size fontCorrect sentence construction and use of paragraphsCorrect spelling, grammar, and punctuationQuotes, paraphrases, and summaries cited correctly

Summary: brief but completeComparison: compare/contrast with specific text information, page numbers includedCritique: includes personal opinion, experience, other information the student knows about the subject, and suggestions for further research.

** I HAVE ATTACHED AN EXAMPLE PAPER FOR REFERENCE**

[Solved] Apna National Psychiatric Mental

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[Solved] Apna National Psychiatric Mental

 

 

Post an explanation of how you anticipate enacting personal and professional commitment for advocacy to positively impact your patients, communities, and the profession. Be specific. Then, explain how your role as a DNP-prepared nurse contributes to advocacy for positive social change.

1. 

 My personal and professional commitment to advocacy includes both short and long-term goals within the nursing profession. From a professional standpoint, I am afforded the opportunity to offer input on ways to continuously improve the patient care experience and care delivery. Providing feedback offered directly from patients as well as discussing barriers I experience as a prescriber, including but not limited to coordination with other members of the care team or barriers within technology, will be at the forefront. Openly discussing setbacks provides the opportunity to brainstorm improvements, ultimately improving patient care outcomes.

            Personal commitments to the nursing profession and patient advocacy include the accountability to remaining current within my knowledge of medications and therapies available to treat the mental health population. The formal education provided within the Doctor of Nursing practice (DNP) program provides the structure and skills needed to employ within professional practice. These skills ensuring that the DNP is seeking out and utilizing quality, evidence-based measures to treat patients with interventions supported by adequate science and research (American Association of Colleges of Nursing, 2006). Networking with other mental health professionals both within the nursing field and in other capacities will also expand and enact my commitment to patient advocacy and social change. Learning from other professionals, hearing their perspectives on current events, and in exchange offering my perspective will offer a broad view of treatment approaches and current topics (Hann et al., 2020).

The Doctor of Nursing as a Social Change Agent

            As a DNP, I would like to employ my skills as a social change agent by engaging in educational opportunities within the mental health community, driven by research opportunities. Engaging in the research that guides evidence-based practices improves outcomes for the millions of patients impacted by care delivery and would exercise the practice-based research skills formed in DNP education (Iwama et al., 2023). Utilizing the terminal DNP degree to its utmost while continuing to engage in patient care would combine the aspects I found most rewarding of my MSN-PMHNP career and the completion of the DNP program. Advocating for improved treatment measures within the mental health community, as well as for increased access to appropriate care and diagnostic assessments, are all ways in which I would like to engage in DNP research opportunities. Providing education, facts, and data related to how patients are impacted by lack of access to specialized psychiatric care due to barriers such as telehealth restrictions and lack of full practice authority for nurse practitioners will continue to increase awareness of these topics and lobby for change. The DNP offers specialized insight into these topics as a professional working not only for but within the field, and holds significant weight when discussing these topics with both other professionals as well as non-professionals. 

References

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf

Hann, K., Heather Pearson, Campbell, D., Sesay, D., & Eaton, J. (2020). Factors for success in mental health advocacy. Global Health Action, 8(0), 1–9. https://doi.org/10.3402/gha.v8.28791

Iwama, K., Travis, A., Nowlin, S., Souffront, K., Finlayson, C., Gorbenko, K., & Cohen, B. (2023). Barriers, facilitators, and opportunities for Doctor of Nursing Practice engagement in translational research. Nursing Outlook, 71(5). https://doi.org/10.1016/j.outlook.2023.102031In the nursing profession, advocating for our patients is something that is deeply ingrained in us.  One of the five key areas of the social determinants of health is access to healthcare (Centers for Disease Control and Prevention, 2021).  Unfortunately, approximately one in ten patients do not have health insurance (Berchick et al., 2018).  In the field of mental health, we often see patients who are too disorganized to navigate the health insurance system and experience lapses in insurance.  In Massachusetts, we are required to abide by the Expedited Psychiatric Inpatient Admissions (EPIA) Policy, which mandates that “no individual boarding in an ED waiting placement in a psychiatric hospital will wait more than 96 hours before Department of Mental Health has been notified, regardless of whether the individual is uninsured or has coverage not regulated by Division of Insurance” (Executive Office of Health and Human Services, 2023).  The pressure to decompress emergency rooms and move psychiatric patients out as quickly as possible means that we often receive patients who are uninsured.  In order to help our patients get the services they need, nurses and social workers assist our patients in taking the necessary steps to obtain health insurance.  This often means lengthy phone wait times on phone calls, but as advocates, we do what is necessary to ensure positive outcomes for our patients.   

                                                                     Advocacy in my Community

As an agent of positive change, I will advocate at the community level for residents who suffer from mental illness.  In spite of the “growing recognition of the burden associated with mental illnesses and the availability of cost-effective treatments, they are not yet afforded the same policy or program priority as comparably disabling physical conditions” (Stuart, 2017).  I aim to increase access to mental health services by expanding my organization’s service lines to include outpatient services for mental health and substance use disorders.  In order to gain buy-in from the community, I plan to attend town meetings to advocate for increased services as well as partnering with local Emergency Departments to educate them about the mental health services that my organization offers.  I plan to seek meetings with local politicians to advocate that resources be invested into increasing services for mental health and substance use disorder services. 

                                                                     Advocacy in my Profession

            According to a recent survey conducted by the American Psychiatric Nurses Association (APNA), “only 4% of licensed registered nurses (RNs) work in psychiatric-mental health, If that percentage is still consistent, then there are approximately 154,000 RNs working in psychiatric-mental health, which is not nearly enough to meet the demand” (APNA, 2018).  As a doctorally prepared nurse, it is critical that I take steps now to increase the number of nurses who specialize in mental health.  I aim to do this on the local level by partnering with local nursing schools to invite them into my organization for their psychiatric clinical rotations.  Additionally, I will attend local universities’ career fairs so that I can provide information to nursing students about the advantages of working in the field of mental health.

                                                                          Advocacy and Social Change

As a doctorally prepared nurse, I aim to help close the gaps in the inequities of access in the field of mental health.  To do so, I must first identify opportunities to advocate for my own patients by assisting them in obtaining health insurance so that they are able to have access to outpatient services.  At the community level, I aim to increase access to mental health services by expanding my organization’s service lines to include more outpatient services for psychiatry and substance use disorders.  With regard to the profession of nursing, specifically psychiatric nursing, it is imperative that I identify ways to increase interest for newly graduated RNs to join the field by promoting the field at local nursing schools.  By acting as an advocate on all three levels, I will be able to effect positive social change in the field of psychiatric nursing.

                                                                                   References

American Psychiatric Nurses Association. (2018). Report on the APNA National Psychiatric Mental Health Advanced Practice Registered Nurse Survey. https://journals.sagepub.com/doi/abs/10.1177/1078390318777873?journalCode=japa

Berchick, E.R., Hood, E., & Barnett, J.C. (2018). Health Insurance Coverage in the United States: 2017. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2018/demo/p60-264.pdfLinks to an external site. [PDF – 1.4 MB]

Centers for Disease Control and Prevention. (2021). Social determinants of health: Know what affects health. https://www.cdc.gov/socialdeterminants/index.htmLinks to an external site.

Executive Office of Health and Human Services. (2023). Expedited Psychiatric Inpatient Admissions (EPIA) Policy. https://www.mass.gov/info-details/expedited-psychiatric-inpatient-admissions-epia-policyLinks to an external site.

Stuart, H. (2017). Reducing the Stigma of Mental Illness. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5314742/

2. 

 My personal and professional commitment to advocacy includes both short and long-term goals within the nursing profession. From a professional standpoint, I am afforded the opportunity to offer input on ways to continuously improve the patient care experience and care delivery. Providing feedback offered directly from patients as well as discussing barriers I experience as a prescriber, including but not limited to coordination with other members of the care team or barriers within technology, will be at the forefront. Openly discussing setbacks provides the opportunity to brainstorm improvements, ultimately improving patient care outcomes.

            Personal commitments to the nursing profession and patient advocacy include the accountability to remaining current within my knowledge of medications and therapies available to treat the mental health population. The formal education provided within the Doctor of Nursing practice (DNP) program provides the structure and skills needed to employ within professional practice. These skills ensuring that the DNP is seeking out and utilizing quality, evidence-based measures to treat patients with interventions supported by adequate science and research (American Association of Colleges of Nursing, 2006). Networking with other mental health professionals both within the nursing field and in other capacities will also expand and enact my commitment to patient advocacy and social change. Learning from other professionals, hearing their perspectives on current events, and in exchange offering my perspective will offer a broad view of treatment approaches and current topics (Hann et al., 2020).

The Doctor of Nursing as a Social Change Agent

            As a DNP, I would like to employ my skills as a social change agent by engaging in educational opportunities within the mental health community, driven by research opportunities. Engaging in the research that guides evidence-based practices improves outcomes for the millions of patients impacted by care delivery and would exercise the practice-based research skills formed in DNP education (Iwama et al., 2023). Utilizing the terminal DNP degree to its utmost while continuing to engage in patient care would combine the aspects I found most rewarding of my MSN-PMHNP career and the completion of the DNP program. Advocating for improved treatment measures within the mental health community, as well as for increased access to appropriate care and diagnostic assessments, are all ways in which I would like to engage in DNP research opportunities. Providing education, facts, and data related to how patients are impacted by lack of access to specialized psychiatric care due to barriers such as telehealth restrictions and lack of full practice authority for nurse practitioners will continue to increase awareness of these topics and lobby for change. The DNP offers specialized insight into these topics as a professional working not only for but within the field, and holds significant weight when discussing these topics with both other professionals as well as non-professionals. 

References

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf

Hann, K., Heather Pearson, Campbell, D., Sesay, D., & Eaton, J. (2020). Factors for success in mental health advocacy. Global Health Action, 8(0), 1–9. https://doi.org/10.3402/gha.v8.28791

Iwama, K., Travis, A., Nowlin, S., Souffront, K., Finlayson, C., Gorbenko, K., & Cohen, B. (2023). Barriers, facilitators, and opportunities for Doctor of Nursing Practice engagement in translational research. Nursing Outlook, 71(5). https://doi.org/10.1016/j.outlook.2023.102031

[Solved] 4 Double Spaced Typed

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[Solved] 4 Double Spaced Typed

**INCLUDE AN OUTLINE, PAPER, AND WORK CITED PAGE**

Paper Length: 3-4 double spaced typed pages plus a Works Cited page.NOTE: For this paper you only have to cite the article you are evaluating.

The outline should follow outline format.

**THE ARTICLE IS TO BE EVALUATED NOT SUMMARIED!!**

**The article chosen is Mother Tongue by Amy Tan in “The BEDFORD Guide for College Writers”**

When you read, consider the logical fallacies, the speaker, the time, and the validity of what you read along with the sources used to sell the thesis. Writers evaluate by careful consideration and by learning to speak back to the writing – going against the grain helps discover fallacies, omissions, bias, faulty ideas, etc.

This assignment offers practice in evaluating an article for its value, validity, and contribution to written communication. Select one of the assigned articles for the evaluation composition. Use one of the prewriting notes files to prepare for the outline.

Finally, this assignment is not a summary. If you summarize the article then you will fail this assignment. 

**I HAVE ATTACHED AN EXAMPLE OF AN OUTLINE AND THE ARTICLES FROM THE TEXTBOOK**

[Solved] Proposed Quality Improvement Project

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[Solved] Proposed Quality Improvement Project

This week, you will select Lewin’s change theory or the PDCA that would work best for your proposed quality improvement project. you will need to summarize the main theoretical notions and concepts of the selected theory. You will then need to discuss in detail the various stages of implementation of the proposed project based on the selected theory.

[Solved] Coli Could Cause Hemolytic

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[Solved] Coli Could Cause Hemolytic

Can you assist with a response using a 200-word minimum with two references to case study response below? 

    Mr. J.R. is a 73-year-old male who was admitted to the hospital for gastroenteritis and possible renal injury.  The patient presented to the emergency room with a chief complaint of having a fever of 100.5, nausea/vomiting/diarrhea x48 hours, weakness, dizziness, and a metallic taste in his mouth, and described having five to six watery stools for one day.  He states this began two days ago after eating burritos from a fast-food restaurant. The patient stated to take Pepto-Bismol at home, which then made him feel “achy and warm” afterward.  He also states he has been unable to tolerate solid foods or liquids for one day.  The patient presents pale and diaphoretic.

 Possible Types of Acute Kidney Injury          

The possible types of acute kidney injury (AKI) Mr. J.R. presents to the hospital based on his clinical manifestations are prerenal conditions and intrarenal conditions.  The prerenal conditions could be caused by low blood volume due to dehydration or sepsis.  Mr. J.R. complained of having a fever and gastroenteritis, which is the source of infection.  These are sepsis protocol criteria.  The patient states he has had nausea, vomiting, and diarrhea for two days with watery stools, weakness, dizziness, paleness, diaphoretic, and inability to eat or drink for over 24 hours, which could all be causing dehydration.           The intrarenal conditions could be caused by toxic injury due to heavy metals, glomerulonephritis, or hemolytic uremic syndrome.  The clinical manifestations to support these causes are patients presenting with dehydration, diarrhea, nausea, vomiting, metallic taste in their mouth and feeling diaphoretic, pale, and weak.  The patient also started to have these symptoms after he ate meat from a fast-food restaurant. Complications of a diarrhea infection such as E. coli could cause hemolytic ureic syndrome.  This infection could have been ingested by mouth through food.  Glomerulonephritis is an inflammation of the filtering part of the kidneys.  This causes toxins, metabolic wastes, and fluids not to be filtered in the urine properly and usually sit I the bloodstream.  This can cause the patient to have a metallic taste in his mouth.  Toxic injury is due to heavy metals such as lead which can be ingested through food as well. 

[Solved] Article Discusses Common Threads

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[Solved] Article Discusses Common Threads

Step 1 Read the article.

Review the article,  Managing Generational Diversity in the Hospital SettingLinks to an external site.

Step 2 Post your response to the discussion board.

Respond to the following question and, if appropriate, include personal experience as part of your answer.

  • The article discusses common threads of safe patient care and optimal patient outcomes. If you were the nurse manager on your unit, how would you use these concepts to work with generational differences?

Step 3 Read other students’ posts and respond to at least two of them by Friday at 11:59pm Mountain Time.

Use your personal experience, if it’s relevant, to support or debate other students’ posts. In your responses, provide one other example of how, as a manager, you would assist to meet patient/family needs. If differences of opinion occur, debate the issues professionally and provide examples to support opinions.

[Solved] Count Toward Total Page

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[Solved] Count Toward Total Page

Hands-on Ethics Essay

Demonstrate your mastery of the lessons covered in this course by completing a hands-on ethics essay. Make sure, when discussing your position, to consider weaknesses carefully, as we have made a point to do throughout the course. Should we help others in the world who are suffering from hunger and poverty? Complete this assignment to guide your answer. Directions–Complete your essay by addressing the following:

In the introductory paragraph, briefly describe the problem of hunger and poverty in the world. In the same paragraph, answer the following question: should we help others who are suffering from hunger and poverty? State your answer to the question. Note: your answer is the thesis statement for your paper and must take a clear side.

  1. Identify and define the moral theories from Units I and II being used for your argument in at least one, separate body paragraph before your reasons why or premises.
  2. In at least three body paragraphs, provide at least three reasons why we should or should not help others suffering in the world. Note: your reasons why should apply the ideas of the moral theories defined in point 2 (i.e. we should help because it benefits the majority (result ethics or consequentialism), we should help because humans deserve help and it is the right thing to do (deontology), we should help because we are a global community (care ethics), etc.)
  3. Identify weaknesses in your argument in at least one body paragraph after your premises or reasons why. What are the weaknesses of the moral theory or theories when applied to this topic? Has evidence for both sides been fully considered?
  4. Review the points that support your answer in the conclusion paragraph.

Your completed essay must be a minimum of four pages. Title and reference pages do not count toward total page requirement.

You must use and cite at least two sources; one source should come from the CSU Online Library. To locate an appropriate CSU Online Library source, refer to this library research guide for Critical Thinking.

[Solved] Get Super Frustrated

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[Solved] Get Super Frustrated

 Getting Over It is “easy to pick up, hard to master”. The game is an arcade climbing game where you use a hammer to climb up a mountain. The game has no difficulty options or checkpoints, and it aggressively autosaves to prevent save-scumming.

Most people who try to play the game will get super frustrated and quit immediately. However, with patience and practice, it is possible to overcome the obstacles in getting over it.  The game requires a lot of precision and skill, so it can be quite challenging. 

[Solved] 28 See Crop

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[Solved] 28 See Crop

Answer the following 3 questions using the information in the given scenario (some information may not be relevant to questions):

1. Should the farmer buy his neighbor’s adjacent land to grow crops? If so, what crop should the farmer grow on the land? Why? Provide a financial analysis to support your discussion.

2. Assume the farmer decided to buy the neighbor’s land. How should he fund the purchase of his neighbor’s land? What are his options? Be specific.

3. When will the farmer break-even if he buys the neighbor’s land?

Scenario:

You are a professional advisor, assisting your client in making strategic business decisions based on your analyses and valuations.Your client is a grain supplier from Manitoba who owns 200 (100% Class A voting common shares, 100 Class B non-voting common shares, 500,000 Redeemable preferred shares) of an incorporated private farm (Muddy Boots Farm Ltd.) that currently grows sunflowers, wheat, barley and flax on 2,650 acres of farmland. Adjacent to the farmer’s farmland is a production facility that sits on 50 acres of land. All land and buildings are fully-owned by your client through inheritance of the farm through generations of the family. The production facility is running at 78% capacity. The production facility is able to convert harvested grain to a sellable product within two days.

During the 2021-2022 growing season, the farmland was allocated at 25% per each of 4 crops: sunflowers, wheat, barley, and flax. Current rate of return is 15%. The farmer currently has $55,000 cash in the bank. The client’s succession plan is to hand-over the company to his/her son in 8 years, while maintaining a percent ownership in the farm to fund his/her retirement annually with $45,000 pre-tax. The farmer’s son is actively involved in the farming operations and is a reasonable choice to run operations after his parent’s retirement.

The neighbor is selling 650 acres of adjacent farmland for $3,200/acre (firm) cash on the transaction date. The neighboring farm’s soil is ready for crops and the soil nutrients are suitable to grow corn or barley. Your client is considering purchasing the land to increase agriculture production.

Your client has been approached by a fellow farmer in the local community who is interested in sharing the production facility for his own harvest, starting next year. If new systems are installed to the production facility to allow for more efficient production, it will cost $250,750 in upgrades. The more efficient systems will result in 8% pre-tax cost savings of grain processed for each year thereafter.

The farmer has legal contractual agreements for the next 4 years with grain distributors to supply the following percentage of annual production: 40% sunflower seeds (at standard mix), 70% wheat, 55% barley, and 40% flax. The remaining crop is sold through the Manitoba Crop Alliance at fair value. Corporate tax is 28%.

See Crop Production Costs:

https://www.gov.mb.ca/agriculture/farm-management/production-economics/pubs/cop-crop-production.pdf

https://www.gov.mb.ca/agriculture/farm-management/production-economics/cost-of-production.html

Crop Outlook:

https://agriculture.canada.ca/sites/default/files/documents/2022-04/canada_outlook_principal_field_crops_2022_04-eng.pdf

https://agriculture.canada.ca/en/sector/crops/reports-statistics

[Solved] Collaborative Interdisciplinary Team Approach

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[Solved] Collaborative Interdisciplinary Team Approach

For this assessment, you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.

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Introduction

As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.

You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.

Demonstration of Proficiency

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

Professional Context

This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.

Scenario

In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.

When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.

Instructions

Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

  • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
  • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
  • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
  • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
  • Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.

There are various ways to structure your presentation; following is one example:

  • Part 1: Organizational or Patient Issue.
    • What is the issue that you are trying to solve or improve?
    • Why should the audience care about solving it?
  • Part 2: Relevance of an Interdisciplinary Team Approach.
    • Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
    • How will it help to achieve improved outcomes or reach a goal?
  • Part 3: Interdisciplinary Plan Summary.
    • What is the objective?
    • How likely is it to work?
    • What will the interdisciplinary team do?
  • Part 4: Implementation and Resource Management.
    • How could the plan be implemented to ensure effective use of resources?
    • How could the plan be managed to ensure that resources were not wasted?
    • How does the plan justify the resource expenditure?
  • Part 5: Evaluation.
    • What would a successful outcome of the project look like?
    • What are the criteria that could be used to measure that success?
      • How could this be used to show the degree of success?

Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.

Additional Requirements

  • Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
  • APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

Competencies Measured

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

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
  • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
    • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
    • Propose evidence-based criteria to evaluate the degree to which the project was successful in achieving the improvement goal.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • Slides are easy to read and error free. Detailed speaker notes are provided.
    • Organize content with clear purpose /goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.