Tag: Health Medical

Presentation: Realistic Clinical Case Study

For this assignment, you will develop a presentation on a realistic clinical case on a topic that is of interest to you. And then, use Canvas Studio’s Screen Capture feature to record (voice-over) your presentation.
How do I record a Canvas Studio video with a webcam in a course?

Content Requirements
You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:

1. Subjective data: Chief Complaint; History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Review of Systems (ROS)
2. Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Labs; Vital signs; Physical exam.
3. Assessment: Primary Diagnosis; Differential diagnosis
4. Plan: Diagnostic testing; Pharmacologic treatment plan; Non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.
5. Other: Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner

Submission Instructions:

• The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references.
• The presentation should consist of 10-15 slides and less than 5 minutes in length. 
• Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).
• Complete and submit the assignment by 11:59 PM ET Sunday

Grading Rubric Presentation: Realistic Clinical Case Study

For this assignment, you will develop a presentation on a realistic clinical case on a topic that is of interest to you. And then, use Canvas Studio’s Screen Capture feature to record (voice-over) your presentation.
How do I record a Canvas Studio video with a webcam in a course?

Content Requirements
You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:

1. Subjective data: Chief Complaint; History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Review of Systems (ROS)
2. Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Labs; Vital signs; Physical exam.
3. Assessment: Primary Diagnosis; Differential diagnosis
4. Plan: Diagnostic testing; Pharmacologic treatment plan; Non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.
5. Other: Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner

Undocumented immigrants access to healthcare.

Write a 500 word letter to a legislator expressing your health care policy concerns and use data and references. Explain how changing the selected policy (granting Undocumented immigrants access to healthcare.) may increase successful adherence to the policy and positive outcomes for your community of interest

I need support with this Health & Medical question so I can learn better.

Now that you have learned about the importance of food safety. Discuss the 4 “Food Safety Principles for Individuals” to prevent foodborne illness. Give a brief explanation and example(s) of each food safety principle.

I need replies to my peers discussion posts, one reference each, only within the last 5 years 100 to 200 words each should be enough. I’ve included their discussions responses.

DQ2 :The Center for Medicare and Medicaid Services (CMS) publishes a list of health care-acquired conditions (HACs) that reasonably could have been prevented through the application of risk management strategies. What actions has your health care organization (or have health care organizations in general) implemented to manage or prevent these “never events” from happening within their health care facilities? Support your response with a minimum two peer-reviewed articles.

Amanda :According to houseman “Healthcare providers want to improve outcomes while reducing the risk of patient harm. Despite provider best efforts, medical error rates remain high with significant disability and death. Preventable medical errors contribute substantially to healthcare costs, including higher health insurance costs per person expenses. Only by health professionals working together will the cost and injury associated with medical errors be mitigated.” When it comes to avoiding never events in the clinics documentation is crucial, we all know what wasn’t documented wasn’t done. It’s important to make sure as a nurse you are documenting and check all 7 rights before administering any time of medication or injection to a patient. The aaacn states that never events are preventable and identifiable and can lead to serious liability and death if protocols aren’t followed. All health care facilities must make sure they are following hospital or clinic guideline to prevent these incident from occurring to protect both staff and patients.

Kiara:Healthcare-associated infections (HAIs) are the main cause of preventable disability and deaths among the patients that are hospitalized. The Center for Disease Control and Prevention (CDC) HAIs are infections or complications that are secondary to either surgery or device implantations (Boev & Kiss, 2017). The hospitals that have been performing poorly have lost a significant amount of Medicare payments from the Center for Medicare and Medicaid Services (CMS). However, the key to averting the HAIs is formulating policies for prevention as well as treatment and translate them into the clinical pathway that is fostered and implemented in the Electronic Health Records (EHR). These policies encompass predictive models for pinpointing early and processes that ensure quick response times as well as proper treatment (Vokes, Bearman & Bazzoli, 2018). Most hospitals are also using decision support to provide clinicians with key information that is required for making informed decisions. The users are also provided with an efficacious methodology for instigating treatment and care after selecting a clinical pathway.

Parker:One of the HACs mentioned in the revised 2020 list (“ICD-10 HAC List | CMS,” 2020) is pressure ulcers. Not properly repositioning a patient or leaving a patient in the same position for too long can result in pressure sores. “International best practice advocates the use of repositioning as an integral component of a pressure ulcer management strategy.” (Moore & Cowman, 2015). These pressure ulcers are very common and can become infected, lead to sepsis, gangrene, and cellulitis. Nursing assistants are responsible for repositioning patients and due to their high workloads, some patients are left for many hours. My institution has made sure they are adequately staffed and stress the importance of repositioning and checking for pressure sores. They also use pressure mattresses that inflate and deflate in different areas to distribute pressure. “Pressure relieving and redistributing devices are widely accepted methods of trying to prevent the development of pressure ulcers for people considered as being at risk.” (Stansby, Avital, Jones, & Marsden, 2014).

Fereshia: HACs, according to Mody et al., are the types of conditions that a patient develops while in the hospital for therapy or another reason. Patients are harmed by these diseases, which occur in a variety of forms, including viral, bacterial, and fungal infections. Bloodstream infection (BSI), urinary tract infection (UTI), pneumonia or ventilator-associated pneumonia (VAP), surgical side infection (SSI), and pressure ulcers are the most frequent HACs.According to Lavallée et al, these HACs are also known as never events because they are serious medical errors or adverse events that should never happen to a patient because the majority of them are largely preventable due to healthcare practitioners’ negligence while attending to their patients. The implications of never occurrences, according to Palan Lopez, Mitchell, and Givens, include both patient damage and higher healthcare service delivery costs to the institution. Frontline nurses, on the other hand, according to Salmond and Echevarria, may assist avoid never occurrences from happening to patients when they are admitted to hospitals or visiting healthcare facilities by fostering a culture of safety via best nursing practices. Based on patient data provided at the hospital, the first step in tackling the problem of never events is determining what causes them and how often they occur.

• 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, self-quarantine, 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 Scenario simulation.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 and 2030 objectives.
  • 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 goals or 2030 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 2448 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
    Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.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 and 2030 objectives.
     • 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.
     • 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 goals and 2030 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.
  4. 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 1012 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. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.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.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 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.
    • 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.

Review the following websites and activities.

Centers for Disease Control and Prevention [CDC]. (n.d.) Solve the outbreak. Disease detective. Retrieved from https://www.cdc.gov/mobile/applications/sto/web-ap…

Office of Disease Prevention and Health Promotion. (2018). Partnering to heal. Retrieved from https://health.gov/hcq/training-partnering-to-heal…

You will post this response to the online Journal using the text submission tool.

Create a journal entry of 200-250 words reflecting on your personal experiences or thoughts regarding the activities at these sites, the content and epidemiological methods utilized. Are you able to identify modes of transmission and implement interventions better with these learning tools? Have you ever participated in an outbreak investigation or care of a person during such an event? Share your insights to outbreak investigation and the use of epidemiology tools.

Unit 5 Reading Assignments

In Clinical Epidemiology, read:

Chapter 7: “Diagnosis”

Chapter 8: “Prognosis”

Chapter 9: “Treatment”

Centers for Disease Control and Prevention [CDC]. Solve the outbreak. Disease detective. Retrieved from https://www.cdc.gov/mobile/applications/sto/web-app.html

Office of Disease Prevention and Health Promotion. (2017). Partnering to heal. Retrieved from https://health.gov/hcq/training-partnering-to-heal.asp

Yakubovich, A.R. et al. (2017). A systematic review of prospective risk and protective factors for intimate partner violence victimization among women. Journal of Epidemiology & Community Health, (Suppl_1 Suppl 1), A46. doi:10.1136/jech-2017-SSMAbstracts.91

Web Resources

● Centers for Disease Control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Retrieved from https://www.cdc.gov/csels/dsepd/ss1978/index.html

● Department of Health and Human Services. (2018). Leading health indicators. Retrieved from http://healthypeople.gov/2020/LHI/default.aspx

● Healthy People 2020. (2018). Topics and objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectives

● United States Preventive Services. (2018, March). USPSTF A and B recommendations. Retrieved from https://www.uspreventiveservicestaskforce.org/Page/Name/uspstf-a-and-b-recommendations/

This unit you will learn how epidemiology impacts diagnosis, prognosis and treatment. Without intervention, conditions and diseases have a natural history or natural course of evolution. Through analysis of clinical intervention standards, developed via epidemiological studies, the most effective probable positive outcome of a specific treatment can be chosen. Estimation of survival time and clinical prediction can be made based on historical probabilities or rules, tied to studies. Likelihood and probabilities are not used alone in determining outcomes. The patient specific characteristics, personal condition variability factors, risks and preferences are also to be considered.

Evaluation of randomized controlled trials are considered the Gold standard in epidemiological studies when evaluation of treatment options are considered, though due consideration is also given to observational type study outcomes and expert authority opinion as well, Guidelines, protocols and meta-analysis are developed from epidemiological studies for use in determining, diagnosis, prognosis and treatment. Additionally in this unit you will explore concepts such as chain of infection and outbreak solution processes which are also developed from the use of epidemiological tools.

After completing this unit, you should be able to:

• Discuss the key epidemiological terms related to diagnosis, prognosis and treatment.
• Explain examples of how epidemiological studies impacted knowledge of diagnosis, prognosis or clinical treatment.
• Identify the use epidemiology in of outbreak investigations.

Topic 1: Read the required reading. Review the Determinants of Health website and view the short video and content.

https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health

For this discussion you will identify and define determinants of health for an individual or family population at risk including social, environmental and global factors as applicable. How you approach the discussion is your choice. You may choose a condition or topic first then elaborate from there, while including the population characteristics and determinants of health. Alternatively you may choose to define a specific population, such a rural Appalachian single mothers, and then address risks and the determinants of health.

I’m studying for my Health & Medical class and need an explanation.

As always, you can NOT cite websites for this part EXCEPT clinical trials.gov. You must provide references from Pubmed for all facts in all your answers. If the fact isn’t something you determined yourself, you must reference where you got the fact. ( I attached a word document for the answers format)

0. List your disease ( my disease is Alzehimer)- 0 points

1. Have any treatments for your disease been in clinical trials and failed based on the clinical trials website (clinicaltrials.gov (Links to an external site.))? If so, how many? For this point alone, you can list this website (www.clinicaltrials.gov (Links to an external site.)). It should be in your reference list properly formatted, together with Pubmed references. 4 points

Find your disease on the clinicaltrails.gov website. If it is not there, consult Pubmed references.

2. How many humans have been tested in a clinical trial? 4 points

3. For the existing clinical trials, what stage are the trials at? 4 points

4. If any treatment was successful, note what the treatment was and when it was approved. If you can’t find anything, discuss why that might be. 3 points

5. How is your disease normally diagnosed? How would you improve the diagnosis of your disease? 4 points

6. Does a vaccine exist for your disease? If so, describe the vaccine. If not, how would you develop a vaccine to your disease? 3 points

7. How would your drug benefit from personalized medicine?

• Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length, and record a video of your presentation.Introduction
  Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.Preparation
  Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process.You may also wish to:
  • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
  • Allow plenty of time to rehearse your presentation.
  • Note: Remember that you can submit all, or a portion of, your draft presentation 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.Recording Equipment Setup and Testing
    Check that your recording equipment and software are working properly and that you know how to record and upload your presentation. You may use Kaltura (recommended) or similar software for your audio recording. A reference page is required. However, no PowerPoint presentation is required for this assessment.
  • If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.
  • 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:
  • Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.
  • Note: You are not required to deliver your presentation.Presentation Format and Length
    Create a detailed narrative script for your video presentation, approximately 4-5 pages in length. Include a reference list at the end of the script.Supporting Evidence
    Cite 3-5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.Grading Requirements
    The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues 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.
  • Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
    • Provide, for example, drug-specific educational interventions, cultural competence strategies.
    • Include evidence that you have to support your selected strategies.
  • Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
  • Explain the rationale for coordinated care plans based on ethical decision making.
    • Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.
  • Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
    • What are the logical implications and consequences of relevant policy provisions?
    • What evidence do you have to support your conclusions?
  • Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
    • Fine tune the presentation to your audience.
    • Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.
    • Adhere to presentation best practices.
  • Additional Requirements
    Submit both your presentation video and script. The script should include a reference page. See Using Kaltura for more information about uploading multimedia files. You may submit the assessment only once, so be sure that both assessment deliverables are included.Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.Competencies Measured
    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
  • Competency 2: Collaborate with patients and family to achieve desired outcomes.
    • Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
  • Competency 3: Create a satisfying patient experience.
    • Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
  • Competency 4: Defend decisions based on the code of ethics for nursing.
    • Explain the rationale for coordinated care plans based on ethical decision making.
  • Competency 5: Explain how health care policies affect patient-centered care.
    • Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
  • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
    • Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.
• SCORING GUIDE
  Care Coordination Presentation to Colleagues Scoring Guide
  CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDOutline effective strategies for collaborating with patients and their families to achieve desired health outcomes.Does not outline strategies for collaborating with patients and their families to achieve desired health outcomes.Attempts to outline strategies for collaborating with patients and their families to achieve desired health outcomes.Outlines effective strategies for collaborating with patients and their families to achieve desired health outcomes.Outlines effective, evidence-based, and culturally sensitive strategies for collaborating with patients and their families to achieve desired health outcomes. Ensures the strategies are well-supported by credible evidence.Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.Does not identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.Attempts to identify aspects of change management not relevant to the patient experience, emphasizes patient expectations, or identifies aspects of the patient experience with minor impact on the quality of care.Identifies the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.Identifies the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care. Focuses on aspects of care highly valued by patients, and distinguishes between patient experience and patient satisfaction.Explain the rationale for coordinated care plans based on ethical decision making.Does not explain the rationale for coordinated care plans based on ethical decision making.Attempts to explain the rationale for coordinated care plans based on ethical decision making, but reaches conclusions based on a simplistic, biased, or cursory examination of the issue.Explains the rationale for coordinated care plans based on ethical decision making.Explains the rationale for coordinated care plans based on ethical decision making. Identifies the logical implications and consequences of an ethical approach to care, and articulates underlying assumptions that guide decision making.Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.Does not identify policies affecting the provision of health care.Attempts to identify policies affecting the provision of health care.Identifies the potential impact of specific health care policy provisions on outcomes and patient experiences.Identifies the potential impact of specific health care policy provisions on outcomes and patient experiences. Draws logical, evidence-based conclusions from an insightful interpretation of relevant and significant policy provisions.Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.Does not raise awareness the nurse’s role in the coordination and continuum of care. Does not include a video presentation.Attempts to raise awareness of the nurse’s role in the coordination and continuum of care. Does not include a video presentation.Raises awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation.Raises awareness of the nurse’s vital role in the coordination and continuum of care. Clearly establishes the importance and relevance of the nurse’s role in an engaging and memorable presentation that is appropriate for the audience and well supported by an error-free video presentation