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Aspects for Consideration in Change Implementation Sample

Aspects for Consideration in Change Implementation

The proposed change should significantly impact patients’ health outcomes and satisfaction. It should also benefit the healthcare team and improve the overall hospital performance. After discussing the implementation of the evidence-based change proposal with my preceptor, I came up with three aspects that need consideration. These aspects include financial aspects, quality, and clinical aspects. The project aims to reduce violence in the workplace, educate staff and patient families, and prevent using psychiatric hospitals as a revolving door.

The considered financial aspect is the economic impact of implementing the change proposal. The project is expected to reduce healthcare costs since one objective of nursing practice is to reduce medical costs while increasing the quality of services provided. Implementation of the project is likely to lead to cost-saving in terms of the materials and types of equipment purchased to aid in successful evidence-based change implementation (Li et al., 2018).

In quality consideration, the evidence-based change project should contribute to improved patient outcomes in terms of increasing patients’ safety, increasing the rate of patient recovery and discharge, and decreasing patients’ hospital readmissions (Kilbourne et al., 2018). According to the proposed change project, its implementation will increase the quality of life and care by improving patients’ safety to prevent violence. The project will also increase clinical staff competency, leading to increased patient quality of care. Competent patients care will also lead to improved patient outcomes and reduced readmissions.

The clinical aspect considered in the change implementation is healthcare staff availability, competency, and knowledge. The staff should be available to contribute to the successful implementation of the evidence-based change. Their competency and knowledge will also lead to successful change implementation and sustainability. The proposed change will affect the clinical aspect by increasing the care knowledge of the staff by educating them in the modern ways of providing care. Their advanced knowledge will contribute to improved patient health outcomes.

References

• Kilbourne, A. M., Beck, K., Spaeth?Rublee, B., Ramanuj, P., O’Brien, R. W., Tomoyasu, N., & Pincus, H. A. (2018). Measuring and improving the quality of mental health care: a global perspective. World Psychiatry, 17(1), 30-38. https://doi.org/10.1002/wps.20482
• Li, S. A., Jeffs, L., Barwick, M., & Stevens, B. (2018). Organizational contextual features that influence the implementation of evidence-based practices across healthcare settings: a systematic integrative review. Systematic Reviews, 7(1), 1-19. https://doi.org/10.1186/s13643-018-0734-5

 

Article Review and Instructions

Article Reviews Instructions

Tasks:

1. Select a peer-reviewd article—generally one that has an author and date. Blogs would not be acceptable.
2. Select a relevant topic—Topics are identified in the instructions contained in the weekly Assignment Folders
   1. Remember, Wikipedia is not a valid source, however, it is a potential search tool as it lists peer reviewed articles in the bibliographic section
3. After completing your Article Review, submit it to the assignment submission link found in the module Assignments Folder
   1. The Bibliographic Reference at the top of the template must contain the proper APA reference for only the article being reviewed
   2. If you use external references in your narrative they must be added to the end and properly contain both in-text citations and References citations—in APA format
   3. Attach the Word file (properly named) in the assignment link
4. Do not quote from the article. Instead, summarize and paraphrase. You must use your own words.

Article Review # Template Insert Article Title

Delete all highlighted instructions before submission.

Bibliographic Reference

Detail the title, author(s), journal name, volume, issue, year, page numbers, etc. of the article you are reviewing.

If the article is retrieved from the Web, you must include the digital object identifier (DOI) so the entire article can be accessed easily. If no DOI is available, include the home page URL for the journal.

General reference form:

Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical, xx, pp–pp. doi:xx.xxxxxxxxxx

Examples:

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225–229. doi:10.1037/0278-6133.24.2.225

Sillick, T. J. & Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate between perceived early parental love and adult happiness. E-Journal of Applied Psychology, 2(2), 38–48. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap

Objectives

State the objectives (goals or purpose) of the article using bullet points.

Summary

Summarize the article very briefly (2–3 paragraphs). Do not quote from the article; instead, summarize and paraphrase.

Results

List and explain the important observations, conclusions, or findings in the article using bullet points.

Worldview Consideration–Ethical or Legal Considerations

Comment on any ethical or legal considerations this lab may have enlightened you about.  If none were obvious during the lab, then review the lab and identify any ethical or legal concern that comes to mind. This must be in paragraph form.  Bullets are not acceptable.

Worldview Consideration–Christian Worldview

Comment about how the technology revealed in this lab intersects with theology.  This must be in paragraph form.  Bullets are not acceptable.

Questions

List at least 3 questions that arose from your reading of this article. For each question provide some alanysis or insight as to what you may think the answer is.

Assessing Health Problem Assignment Sample

Practicum Focus Sheet

The patient that I intend to work with in this project is Mr. X, a 40-year old male with history of recurrent asthma. The patient is married and has two children. Mr. X was recently admitted to the hospital due to unresponsive asthma. According to him, he has been experiencing asthma attacks for the last five years, which he manages using prescribed inhaled corticosteroids. Mr. X was chosen for this project because he expressed interest to learning more about asthma and its effective management to prevent recurrences in the future. He is ready to embrace any lifestyle or behavioral interventions to manage the disease. By working with this patient, I intend to learn more about coordination of care. I also intend to learn the principles of patient-centeredness and continuous quality care in practice (Ignatavicius et al., 2020). I also intend to learn about effective evidence-based practices that can be used when working with patients, families and groups from different ethnic backgrounds.

The effective management of asthmatic attack experienced by the patient will depend largely on the understanding of the patient and his level of involvement in care. I will therefore use simple, easy to understand and accurate messages to convince the patient about the significance of disease management. I will also involve him and his family in examining the ways in which environmental risks can be minimized to prevent recurrent attacks. I will embrace transformational leadership style to influence the patient to embrace the desired interventions for the effective management of asthma attacks. I will also focus on ensuring that he plays an active role in exploring ways of promoting the effective management of the condition. I will embrace open communication between the patient and the family to foster their understanding of care process and care needs (Chung et al., 2019). I will also guide them on the use of the various interventions for asthma management as a way of managing change. Some of the potential barriers that might be experienced include the client’s tight schedule and poor uptake of the interventions to be used in the management of his health problem. I will embrace strategies such as developing a plan for meeting the client and his family and ensuring active involvement of the patient in examining ways of managing his health problem.

Analysis of Evidence

Asthma is one of the health problems that most patients admitted in the hospital experience. The obstruction of the airflow, hyper-responsiveness and sensitivity to various stimuli characterize asthma. According to statistics, about 300 million people globally are affected by the disease. The goals of treatment in asthma is to prevent its recurrence and remodeling of the airways and hospital admission rate (Ignatavicius et al., 2020). Generally, the treatment of asthma entails the use of pharmacological agents and health education on the importance of avoiding environmental allergens or triggers for asthma attacks. The pharmacological drugs used for the treatment of asthma include short-acting beta agonists, inhaled corticosteroids, long-acting beta agonists, leukotriene receptor agonists. Health education in the management of asthma focuses on raising the level of awareness of the patients towards the triggers for asthmatic attacks such as pollen, stress, tobacco smoke, upper respiratory tract infections, and cold (Pereira, 2016).

The use of evidence-based practices in asthma management has been shown to result in treatment outcomes that include safety, quality and efficiency in care. However, the use or consistent utilization of evidence-based practice interventions in asthma management faces a number of barriers. One of the barriers is the poor adherence by the patients and healthcare providers on the effective management of asthma. Ineffective adherence to the prescribed treatment by the patients increases the risk of recurrence of asthmatic attacks (McQuaid, 2018). Similarly, poor adherence to clinical guidelines for best practices in asthma worsen the outcomes of treatment in asthma.

The treatment outcomes in asthma depends largely on the stage of its management. Early identification is associated with enhanced outcomes of treatment that include management of recurrence and symptoms of the disease. However, the effectiveness of evidence-based practices used in asthma face the challenge of patients failing to identify and act to address the warning symptoms of asthmatic attack. The attitude that the patients have towards traditional methods of asthma management also affect the effectiveness of evidence-based interventions. For example, patients have been shown to rely on the use of unorthodox methods such as ginger, turmeric, hot water, and tea to relief symptoms of asthma. The consequence include poor treatment outcomes due to low adherence level to treatment (Chung et al., 2019). The use of complementary medicine also hinders the effectiveness of evidence-based interventions, as patients substitute the recommended pharmacological treatment methods with complementary medicine.

Nurses have a critical role to play in the management of asthma. They provide care that aligns with the stated professional and institutional policies and standards of care. One of the nursing policies that regulate the provision of nursing care to patients with asthma is utilizing patient-centered care to promote safety in care. Nurses provide patient-centered assessment, planning, implementation and evaluation of plans of care. The assessment aims at identifying the care needs of the patients and their abilities to achieve independence in self-management of the disease. The implementation and evaluation focuses on the effectiveness of the adopted interventions in meeting the developed patient needs in care process. According to Pereira, (2016), patient-centeredness in asthma care improves treatment outcomes such as safety, adherence and patient satisfaction with care. In addition, patient-centered education ensures that the treatment guidelines are adhered to for enhanced outcomes (McCabe & Connolly, 2019).

Nurses also utilize nursing theories to guide the care that they give to patients with asthma. Nursing theories provide frameworks for assessing, planning, implementing and evaluating care. An example of the use of theory in asthma management is seen in the research by Mersal and El-Awady (2017) where the theory of self-care by Orem was used to enhance self-management of asthma in school age children. The use of self-care theory by Orem was associated with enhanced self-efficacy and utilization of asthma management activities by school aged children.

Effect of State Board Nursing Practice Standards and Organizational Policies Affecting Asthma Management

State board of nursing practice standards and government policies affect the outcomes of treatment in asthma. State board of nursing practice standards guide the focus on the provision of patient-centered care in asthma management to promote safety in care. The state board also develops competencies that nurses must demonstrate in providing care to patients with asthma. The regulations developed by the government also influence the outcomes of management in asthma. For instance, the state implements provisions by the CDC’s National Asthma Control Programs in the public health systems to increase the awareness, management, and control of asthma in the population. The National Asthma Control Program (NACP) develops the public health response to be utilized for asthma, promote sustainability of asthma control program, strengthen the surveillance system and increase the role of healthcare providers in asthma management and prevention (Chung et al., 2019).

Nurses play critical roles policy making to improve outcomes, prevent illness, and reduce readmissions due to asthma. Nurses advocate the provision of effective care that promote safety, quality and efficiency in the management of asthma. Nurses ensure that barriers to health in patients with asthma are addressed. The barriers that influence the management and health outcomes in asthma management include level of awareness, access, availability and affordability of asthma care. Nurses therefore advocate the adoption of policies that eliminate health inequalities and strengthen the provision of case-specific care to patients with asthma. Nurses also advocate the implementation of evidence-based strategies for asthma management in their states and health organizations.

They champion the use of best practices in asthma management that promote value in care and realization of patient outcomes. In doing these roles, local, state and federal policies influence the scope of nurses in addressing the health needs of the patients with asthma. Accordingly, nurses ensure that the care that they offer to asthma patients promote the protection of safety needs and rights of the patients in the care process. State and federal policies also stipulate the competencies that nurses should demonstrate to provide appropriate care to asthma patients (Ignatavicius et al., 2020). For example, nurses must be certified and registered by the state boards to demonstrate their competencies in promoting safety in nursing practice. In addition, continued professional development is needed to ensure that high quality care is given to asthma patients using best practices.

Leadership Strategies

Effective leadership is needed for the optimization of treatment outcomes for patients with asthma. Nurse Managers and registered nurses play a critical role in promoting lifestyle and behavioral transformation in the management of asthma. Accordingly, nurses influence patients to embrace the needed strategies such as treatment adherence through health education. Nurses also introduce change initiatives in their practice to improve the treatment outcomes in asthma. For example, Onubogu (2019) shows that nurses can utilize theories of change such as Kotter’s change model to introduce improvement initiatives in the management of asthma. The use of change models facilitate the incorporation of best clinical practices in asthma management to minimize recurrence and worsening of symptoms. Therefore, nurses have a role to utilize their leadership skills in improving the treatment outcomes and disease burden of asthma.

Active stakeholder collaboration is needed for the effective management of asthma in communities. Nurses and other healthcare providers should work together in determining the health needs of asthma patients, implementing strategies and evaluating their effectiveness. Effective referral systems are also needed to ensure that optimum management of complex cases is achieved in the state (Ignatavicius et al., 2020). Open communication between healthcare providers and patients should therefore be promoted to build trust and enhance the treatment outcomes. Open communication is essential to ensure that patients understand the treatment approaches to their health problem and express their views and concerns on the approaches to treatment. The effective management of asthma also requires the implementation of strategies that promote continuous improvement in the management of the disease (Pereira, 2016). For example, there is a need to offer training to healthcare providers to equip them with the essential knowledge and skills alongside creating culture that is characterized by learning to promote innovation. Therefore, organizational transformation is needed for the adoption of change management strategies that improve treatment outcomes in asthma.

Conclusion

In conclusion, the effective management of asthma in diverse populations depends on the level of patient and provider involvement in the care process. Nurses and other healthcare providers should however explore effective strategies to addressing barriers in the management of asthma in populations. Policy advocacy is also needed to ensure that the interventions that are adopted promote equity in health. Most importantly, nurses should explore the ways in which continuous improvement in the management of asthma using evidence-based initiatives can be achieved.

References

• Chung, K. F., Israel, E., & Gibson, P. G. (2019). Severe Asthma. European Respiratory Society.
• Ignatavicius, D. D., Workman, M. L., Rebar, C. R., & Heimgartner, N. M. (2020). Medical-Surgical Nursing – E-Book: Concepts for Interprofessional Collaborative Care. Elsevier Health Sciences.
• McCabe, E. M., & Connolly, C. (2019). From intention to action: Nurses as policy advocates for asthma care in schools. NASN School Nurse (Print), 34(2), 113–116. https://doi.org/10.1177/1942602X18786394
• McQuaid, E. L. (2018). Barriers to medication adherence in asthma: The importance of culture and context. Annals of Allergy, Asthma & Immunology, 121(1), 37–42. https://doi.org/10.1016/j.anai.2018.03.024
• Mersal, F., & El-Awady, S. (2017). Evaluation of bronchial asthma educational package on asthma self-management among school age children based on Orem’s self-care model in Zagazig city. International Journal of Advanced Nursing Studies, 7, 8. https://doi.org/10.14419/ijans.v7i1.8648
• Onubogu, U. (2019). How to Implement Change in Asthma Management in a Developing Country. Open Journal of Respiratory Diseases, 9(1), 26–35. https://doi.org/10.4236/ojrd.2019.91003
• Pereira, C. (2016). Asthma: From Childhood Asthma to ACOS Phenotypes. BoD – Books on Demand.

ASPEN N520 All Weeks Assignments

1. Apply Guido’s MORAL model to resolve the dilemma presented in the case study described in EXERCISE 4–3 (Guido textbook).

How might the nurses in this scenario respond to the physician’s request? How would this scenario begin to cause moral distress among the nursing staff, and what positive actions might the nurses begin to take to prevent moral distress?

2. Read the case study entitled You be the Ethicist, presented at the end of Chapter 3 (Guido textbook). What are the compelling rights that this case addresses? Whose rights should take precedence? Does a child (specifically this competent 14-year-old) have the right to determine what will happen to him? Should he ethically have this right? How would you have decided the outcome if his disease state had not intervened?

Now, examine the scenario from the perspective of health care policy. How would you begin to evaluate the need for the policy and the possible support or lack of support for the policy from your peers, nursing management, and others who might be affected by the policy?

Do the 10 framework questions outlined by Malone in chapter 4 (Guido textbook) assist in this process? Create a process proposal for the organization with possible guidelines, procedures, and policies to address your identified issues.

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What are the differences between allowing a patient to die and physician-assisted suicide?

Discuss the controversy that can occur when considering a patient’s right to know whether a caregiver has AIDS and the ca Read More ASPEN N520 All Weeks Assignments caregiver’s right to privacy and confidentiality.

Describe the distinctions among wrongful birth, wrongful life, and wrongful conception. Discuss the moral dilemmas of these concepts

Discuss the arguments for and against partial-birth abortions

Discuss why there is controversy over genetic markers and stem cell research

Please combine all of these responses into a single Microsoft Word document for submission

Please submit only complete assignments (not partial or “draft” assignments).

Submit only the assignments corresponding to the module in this section.

You are not required to adhere to the 500-1000 word count for each of the responses, but please be thorough in your responses so that you adequately address all aspects of each question.

Aspen N520 Legal and Ethical Issues in Health Care Module 3 Assignment

Professional Development Exercises :

• Describe the kinds of evidence a plaintiff can present to establish a negligent act. What defenses can a defendant present in order to refute a plaintiff’s evidence?
• How do statutes of limitations protect professional nurse-defendants? Do they also protect the injured parties?
• What can staff nurses do to protect patients from quasi-intentional torts? Does this differ from the nurse manager’s role in preventing quasi-intentional torts?
• Read the case study presented at the end of Chapter 5 (Guido, p. 67).
• Does the failure to document an admission nursing assessment equate with the fact that this nurse did no admission nursing assessment?
• What might the patient’s attorney further allege in his supplemental report?
• How would one decide the standard of care for this patient?
• How would you decide the outcome of this case?
• Read the case study presented at the end of Chapter 6 (Guido, p. 96)
• Was there negligence in this case and who should be liable for the negligence?
• What type of damages should be assessed and how would you begin to determine the amount to assess?
• Given that multiple individuals were involved in this case and the institution that employed these individuals, how would you determine the percentage of liability for the multiple defendants, assuming that more than one defendant should be assessed with damages?
• How would you decide this case?
• Read the case study presented at the end of Chapter 7(Guido, p. 115)
• Were there damages that should be paid to this patient for negligence?
• Who should be the individuals responsible for these damages? For example, is the surgeon the individual most liable for the damages owed to the patient?
• Should the Bovie manufacturer also have been included in the lawsuit?
• Are there any defenses that the defendants could cite that would mitigate their liability to this patient?
• How should the court decide the damage awards in this instance?
• Please combine all of these responses into a single Microsoft Word document for submission
• Please submit only complete assignments (not partial or “draft” assignments).
• Submit only the assignments corresponding to the module in this section.
• You are not required to adhere to the 500-1000 word count for each of the responses, but please be thorough in your responses so that you adequately address all aspects of each question. ASPEN N520 All Weeks Assignments

Aspen N520 Legal and Ethical Issues in Health Care Module 4 Assignment

Professional Development Exercises :

• Read the case study presented at the end of Chapter 9 (Guido, p. 185-186).
• Did the lack of documentation in the admitting nurse’s assessment and notes affect the ultimate outcome of this case?
• Was there negligence on the part of the nursing staff in the care of this patient?
• What could the nurse have done differently to facilitate a different outcome in this case?
• How would you decide this case?

Using the sample professional liability insurance policy (Guido, p. 193-194), locate the various provisions:

• Limits of liability
• Declarations
• Deductibles
• Exclusions
• Reservation of rights
• Covered injuries
• Defense costs

Coverage conditions and supplementary payments

Did you have difficulty finding some of the sections? Would this be a policy that you would consider purchasing for your own liability coverage? Why or why not?

Read the case study presented at the end of Chapter 10 (Guido, p. 198)

What provisions of an insurance policy would you consult to determine if an insurance company should pay such a claim, and what would the limits of the liability be?

Is the nursing home insurance company correct in saying that this is a professional judgment issue?

Which insurance company (the nursing home’s or that of the nursing home’s administrator, assuming she has coverage) should pay the court-ordered judgment?

How would you decide the case?

Please combine all of these responses into a single Microsoft Word document for submission

Please submit only complete assignments (not partial or “draft” assignments). Submit only the assignments corresponding to the module in this section.

You are not required to adhere to the 500-1000 word count for each of the responses, but please be thorough in your responses so that you adequately address all aspects of each question.

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Aspen N520 Legal and Ethical Issues in Health Care Module 5 Assignment – Professional Development Exercises :

Read the case study presented at the end of Chapter 11 (Guido, p. 222)

Did the facility have sufficient evidence to suspend the nurse?

How should the testimony of the other nurses in the unit affect the outcome of this case?

What additional questions should the institution address before the court rules in this case?

How would you have ruled in this case?

Read the case study presented at the end of Chapter 12 (Guido, p. 238)

Did the ANP have a duty to consult with the child’s physician or another emergency center physician regarding the possibility of child abuse before she reported her findings to the case worker?

What questions would you anticipate might be asked regarding the injury itself and the possibility that the child had caused her own injury?

Did the ANP have a duty to report the injury, even though the diagnosis was not absolutely conclusive at the point that the child was initially examined?

How would you determine liability in this case, assuming that the trial court found liability against any of the three defendants?

Read the case study presented at the end of Chapter 16 (Guido, p. 329)

Did the nurse manager have a responsibility to supervise the care of the patient?

Was the care of this patient appropriately assigned to the LPN by the charge nurse, or could the charge nurse have delegated this patient’s care more appropriately?

If the charge nurse assigned the care of the patient to the LPN, did she retain any supervisory responsibility that would result in her liability in this case?

How do the principles associated with delegation and supervision figure into this case?

How would you decide this case?

Please combine all of these responses into a single Microsoft Word document for submission

Please submit only complete assignments (not partial or “draft” assignments). Submit only the assignments corresponding to the module in this section.

Aspen N520 Legal and Ethical Issues in Health Care Module 6 Assignment

Professional Development Exercises :

Read the case study presented at the end of Chapter 8 (Guido, p. 150)

Is the patient correct in asserting that he has a right to know the names and status of individuals who will be performing this procedure?

Does the manner in which the student introduced herself and the two other team members have relevance in this case?

Was the informed consent deficient to the degree that there was a lack of informed consent by the patient?

How would you decide this case?

A patient is admitted to your surgical center for a breast biopsy under local anesthesia. The surgeon has previously informed the patient of the procedure, risks, alternatives, desired outcomes, and possible complications. You give the surgery permit form to the patient for her signature.

She readily states that she knows about the procedure and has no additional questions; she signs the form with no hesitation. Her husband, who is visiting with her, says he is worried that something may be said during the procedure to alarm his wife. Our professional team of competent nursing writers are ready to assist you complete

What do you do at this point? Do you alert the surgeon that informed consent has not been obtained? Do you request that the surgeon revisit the patient and reinstruct her about the surgery? Since the patient has already signed the form, is there anything more you should do?

Now consider the ethical issues that such a scenario raises. Which ethical principles is the husband in this example most portraying? Which ethical principles should guide the nurse in working with this patient and family member?

Jimmy Chang, a 20- year- old college student, is admitted to your institution for additional chemotherapy. Jimmy was diagnosed with leukemia 5 years earlier and has had several courses of chemotherapy. He is currently in an acute active phase of the disease, though he had enjoyed a 14- month remission phase prior to this admission. His parents, who accompany him to the hospital, are divided as to the benefits of additional chemotherapy. His mother is adamant that she will sign the informed consent form for this course of therapy, and his father is equally adamant that he will refuse to sign the informed consent form because “Jimmy has suffered enough.”

You are his primary nurse and must assist in somehow resolving this impasse. What do you do about the informed consent form? Who signs and why? Using the MORAL model, decide the best course of action for Jimmy from an ethical perspective rather than a legal perspective. Did you come to the same conclusion using both an ethical and a legal approach?

Please combine all of these responses into a single Microsoft Word document for submission

Please submit only complete assignments (not partial or “draft” assignments). Submit only the assignments corresponding to the module in this section.

You are not required to adhere to the 500-1000 word count for each of the responses, but please be thorough in your responses so that you adequately address all aspects of each question.

Aspen N520 Legal and Ethical Issues in Health Care Module 7 Assignment – Professional Development Exercises

• Read the case study presented at the end of Chapter 17 (Guido, p. 362)
• Was the nurse negligent for unlocking the bath-room door and allowing Judy to shower by herself?
• Was it below the standard of care for the nurse to leave the bathroom door unlocked when the psychiatrist came to see Judy?
• How significant are the hospital policy and procedures in this instance?
• How would you decide this case?
• Read the case study presented at the end of Chapter 18 (Guido, p. 393)
• Was the nurse negligent in the advice she gave Mr. Gonzales concerning his condition?
• Did the nurse exceed her scope of practice in the advice she gave the patient?
• Should the nurse have instructed Mr. Gonzales to go immediately to the local emergency center?
• How would you decide this case? Who, if anyone, is liable in this case?
• Read the case study presented at the end of Chapter 20 (Guido, p. 439)
• What should the standards of care be for such a patient?
• Even though the nursing care plan did not specify that the wound should be checked hourly, how should the prudent nurse have acted?
• Should the lawsuit center primarily on the surgeon for allowing this patient to be sent back to the nursing home for post- operative care rather than insisting he be kept for 24 hours in an acute care facility post-operatively?
• How would you decide this case?
• Please combine all of these responses into a single Microsoft Word document for submission
• Please submit only complete assignments (not partial or “draft” assignments). Submit only the assignments corresponding to the module in this section.
• You are not required to adhere to the 500-1000 word count for each of the responses, but please be thorough in your responses so that you adequately address all aspects of each question.

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Aspen N520 Legal and Ethical Issues in Health Care Module 8 Assignment

Signature Assignment: Legal and Ethical Considerations in Nursing

Presentation:

• Among various stakeholders, the registered nurse must incorporate legal and ethical theories and principles into practice.
• There is a need to evaluate the legal and ethical considerations that exist in healthcare today, to assess nursing’s role in health initiatives, and to find ways that we can help improve health and health outcomes.
• This presentation will help nurses recognize and respond to dilemmas within diverse health care settings and nursing roles. This presentation will provide an overview of regulatory action and the legislative and judicial processes, enabling nurses to become familiar with changes affecting the health care system such as patient rights, technological advances, and managed care.
• This presentation will examine the role of the nurse as a health professional, advocate, and leader:
• Select five legal or ethical concepts that you feel influence nursing practice.
• Explain the selected concepts regarding both the impact on agency viability and quality patient care.
• Review the selected concepts and strategically analyze for priorities, challenges, and issues from a legal and ethical perspective.
• Identify instances of actions taken by an agency or provider that would or could violate the ethical duties and responsibilities of the health care providers or the rights of patients.
• Develop a policy proposal, measures, and recommendations for prevention of legal and ethical violations.
• Detail how nursing could intervene or advocate to incorporate legal and ethical theories and principles more effectively into practice.
• This PowerPoint® (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 20 slides, including a title, introduction, conclusion and reference slide, with detailed speaker notes and recorded audio comments for all content slides.
• Use at least four scholarly sources and make certain to review the module’s Signature Assignment Rubric before starting your presentation. This presentation is worth 400 points for quality content and presentation.

good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation.20 points Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content.Score of Presentation Weight: 20%

Aspen N492 Module 1 Ageism Biases Life Review and Ego Integrity Assignment Example Answer Provided

Write a 1500-1700 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least two (2) sources in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.

Answer each of the following prompts:

• How does a person’s difference in age, culture, race, gender, and living situation impact your comfort as a nurse in communicating with them?
• While growing up, how were OAs (older adults) treated in your family, culture, community, and in society (identify the year range)?
• Discuss what aging biases you have witnessed and/or experienced and describe how these issues have impacted your current nursing practice.
• Create a community education plan to address biases towards older adults.

Aspen N492 Module 1 Ageism Biases Life Review and Ego Integrity Assignment Example Answer

A person’s age, culture, color, gender, and place of residence can greatly impact how comfortable a nurse feels speaking with them. Good communication is essential for understanding these disparities and giving the best care possible to these patients. Furthermore, societal and cultural biases may impact how we see and handle older adults. This essay aims to address how age, culture, color, gender, and living circumstances affect nursing communication, look at how older people are treated in society, and address aging biases and how they affect nursing practice. A community education plan will then be presented to combat biases toward older adults.

The Impact of Age, Culture, Race, Gender, and Living Situation on Nurse-Patient Communication Comfort.

Age is an essential consideration when communicating with patients. Nurses need good communication skills to establish patient trust and deliver high-quality care. Older patients may have specific communication needs due to hearing and vision limitations brought on by advancing age. As a result, nurses should communicate clearly and deliberately, use straightforward language, and repeat information as necessary. Younger patients, on the other hand, might need shorter and more direct explanations to understand their medical conditions.

Another important factor to take into account when communicating with patients is culture. Nurses must be conscious of cultural variations, values and beliefs when communicating with their patients. A solid foundation in understanding cultural competence prevents stereotypical beliefs and myopic thinking toward patients (The Chicago School, 2021). For instance, patients from certain cultures might feel uncomfortable discussing end-of-life care, sex and mental health, which may lead to stereotypes. Knowing cultural competence enables nurses to approach these topics with tact and care.

Race may also affect a nurse’s comfort level when speaking with a patient. Because of past racial discrimination or bias by healthcare professionals, some patients may now harbor mistrust and find it difficult to communicate effectively. According to Ollove (2022), most physicians prefer white patients over black patients. They believe white patients are more cooperative, whereas black patients are more distrustful and reluctant to follow medical advice. Nurses must be aware of these concerns by the patients and physicians to build a respectful and cooperative relationship with their patients to promote comfortable communication.

Another factor to take into account while communicating with patients is gender. With a nurse of the same gender, some patients might feel better at ease addressing particular health issues. As a result, nurses should consider their patients’ choices and offer options for same-gender caregivers as needed (Vatandost et al., 2020). The patient’s living situation can also affect how comfortable a nurse is when communicating with them. Patients with complicated medical needs, such as homelessness or poverty, may find it challenging to get the care they need. Nurses must approach these patients with empathy and a nonjudgmental attitude to promote comfort in their communication.

The Treatment of Older Adults in Family, Culture, Community, and Society

The treatment of older adults varies greatly depending on the family, culture, community, and society. Older adults are highly respected and valued for their life experience and wisdom in many societies and communities. However, in some cultures, they may be marginalized and undervalued (Donizzetti, 2019). While growing up about twenty years ago, there was a greater emphasis on caring for and respecting the elderly, but in recent times, the focus has shifted to individualism and independence, leading to a decrease in the importance placed on the elderly.

In my family and community, older adults are generally respected and taken care of, but a sense of independence and self-sufficiency is also encouraged. Society tends to view older adults as a burden on resources, which has led to ageism and discrimination in some areas, especially in terms of employment and healthcare (Donizzetti, 2019). There is a need for greater awareness and appreciation of the contributions and values of older adults as they continue to play an important role in our families, communities, and societies.

Aging Biases and How They Impact Nursing Practice

As people age, they may experience biases affecting their perception and treatment. These biases can be conscious or unconscious and can be perpetuated by individuals or society as a whole. Nurses may witness or experience aging biases in various forms, including ageism, stereotyping, and discrimination. Ageism is the belief that aging is inherently negative and that older people are inferior to younger people. This bias can manifest as negative attitudes, stereotypes, and discrimination toward older adults (Kang & Kim, 2022).

In my nursing practice, I witnessed aging bias when one of my colleagues believed that older patients, especially those from low socioeconomic status, were incapable of making their decisions or that they were frail and unable to care for themselves. These assumptions resulted in the nurse making decisions on behalf of the patient rather than involving them in their care.

Stereotyping is another form of aging bias that can be observed in nursing practice. Stereotyping occurs when an individual assumes that all members of a particular group share certain characteristics or behaviors (Donizzetti, 2019). For example, a nurse may assume that all older adults are hard of hearing or forgetful. These assumptions can result in the nurse communicating with the patient in a disrespectful way. Furthermore, discrimination is treating someone unfairly based on their age. Discrimination can be overt, such as denying an older adult access to healthcare, or it can be subtle, such as not providing the same level of care to an older adult as a younger patient.

Aging biases have impacted my nursing practice both positively and negatively. Some of my colleagues’ negative attitude towards older adults has led to suboptimal care of the patients. The stereotypes have also affected communication and decision-making with older patients leading to unequal access to healthcare. On the positive side, these biases have led me to actively work to find a solution to combat them. I have taken the initiative to do more research on aging and advocated for policies that promote equality and access to healthcare for older adults.

Community Education Plan to Address Biases Towards Older Adults

Ageism and biases toward older adults are prevalent in many societies, leading to this population’s discrimination, marginalization, and exclusion. According to a WHO report, one in two persons worldwide has ageist attitudes toward older adults (Mills, 2021). It is essential to conduct a need assessment of the community to understand their current knowledge about ageism before making a community education plan. The community education plan addresses these biases by providing knowledge, skills, and resources to community members, service providers, and organizations.

The plan will be broken down into a timeline of 3 months, the first month of which will be devoted to gathering information and creating an educational campaign using resources, including booklets, brochures, and films. The campaign will be introduced in the coming second month, along with partnerships and community forums. In the last month, the campaign’s effectiveness will be assessed, a sustainability plan will be developed, and community members will continue to receive education and training. The objective is to raise consciousness and understanding, offer tools and tactics and lay the groundwork for ongoing initiatives to support older people’s inclusion, respect, and dignity in society.

Strategies of the Education Plan

The target audience of the plan includes community members of all ages, and service providers, such as healthcare professionals, social workers, caregivers, and organizations. Community events such as workshops, seminars, and panel discussions featuring experts and community members who have experienced ageism will be organized to raise awareness and promote understanding of ageism and biases towards older adults.

Educational materials such as brochures, posters, and flyers will be developed and distributed in community centers, libraries, and other public spaces to provide information on ageism and biases toward older adults. Intergenerational activities such as sports events, arts and crafts, and community service projects will also be organized to bring together community members of different ages and provide opportunities for interaction with older adults.

Sensitivity training will be provided to service providers such as healthcare professionals, social workers, and caregivers to provide them with the knowledge and skills to recognize and address ageism and biases towards older adults in their work. Media campaigns such as advertisements, social media posts, and public service announcements will be developed to promote respect, dignity, and inclusion of older adults in the community. Advocacy work will also be done with organizations and government agencies to advocate for policies and programs that promote respect, dignity, and inclusion of older adults in the community.

Evaluation of the Education Plan

The effectiveness of the community education plan will be evaluated through surveys, focus groups, and other forms of feedback from the target audience. The feedback will be used to improve and modify the activities and materials to meet the community’s needs better. The community education plan will address ageism and biases towards older adults and promote respect, dignity, and inclusion of this population by providing knowledge, skills, and resources to community members, service providers, and organizations.

Conclusion

Good communication is essential in nursing, and it is critical to consider a patient’s age, culture, race, gender, and living situation to provide the best possible care. Cultural competence can prevent stereotyped views and improve communication. Nurses must be aware of and actively overcome aging biases such as ageism, stereotyping, and discrimination. A community education plan to address anti-elderly discrimination is critical for supporting older people’s inclusion, respect, and dignity in society.

References

Donizzetti A. R. (2019). Ageism in an aging society: The role of knowledge, anxiety about aging, and stereotypes in young people and adults. International Journal of Environmental Research and Public Health, 16(8), 1329. https://doi.org/10.3390/ijerph16081329

Kang, H., & Kim, H. (2022). Ageism and psychological well-being among older adults: A systematic review. Gerontology and Geriatric Medicine, 8, 233372142210870. https://doi.org/10.1177/23337214221087023

Mills, L. (2021, March 19). New WHO report calls out the global impacts of ageism. Human Rights Watch. https://www.hrw.org/news/2021/03/19/new-who-report-calls-out-global-impacts-ageism

Ollove, M. (2022, April 21). With implicit bias hurting patients, some states train doctors. Pew.org. https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2022/04/21/with-implicit-bias-hurting-patients-some-states-train-doctors

The Chicago School. (2021). The importance of cultural competence in nursing. Insight Digital Magazine. https://www.thechicagoschool.edu/insight/health-care/the-importance-of-cultural-competence-in-nursing/

Vatandost, S., Cheraghi, F., & Oshvandi, K. (2020). Facilitators of professional communication between nurse and opposite gender patient: A content analysis. Mædica, 15(1), 45–52. https://doi.org/10.26574/maedica.2020.15.1.45

N492 Module 2: Community Assessment

Select a Community Health Assessment Model from this link: https://www.cdc.gov/publichealthgateway/cha/assessment.html

What are some benefits of using a specific model to assess a community? What agencies should be included in the assessment? What is a reasonable time frame in which to complete a community-wide assessment? What is the role of the public nurse in the implementation of the chosen model? Why will this model work well for your community assessment?

Module 2: Community Assessment

This week, please add the hours you have spent beginning the community assessment to your practice experience hours in Project Concert for Module 2. Practice hours relate to time spent on your ‘Community Assessment’ activities.

**Note: You will submit 15 hours for Module 2’s portion of the community assessment to receive a grade for this requirement.

Review the document in the Learning Materials on directions on how to enter hours in ProjectConcert. Submit a screenshot of your hours to the Module 2 drop box.

Please see the Project Concert directions document in the Learning Materials on how to enter hours. A 3-minute Project Concert student overview video is provided here: https://s3.amazonaws.com/projectconcert.documentation/student_experience517.mp4

N492 Module 3: LGBTQ+

LGBTQ+ Discussion Question:

What biological, psychological, environmental, sociocultural, behavioral, and health system factors might be contributing to the failure of LGBTQ+ to use healthcare services? What population health nursing interventions might promote more effective use of services?

LGBTQ+ Discussion Question Example Answer

Access to healthcare services is a fundamental human right. However, members of sexual and minority groups, such as the LGBTQ+ community, face many barriers that prevent them from seeking and receiving adequate healthcare. This problem has various reasons, including biological, psychological, environmental, sociocultural, behavioral, and health system factors.

Understanding these factors is essential in developing effective population health nursing interventions that promote more effective use of healthcare services. This paper examines various factors contributing to the failure of members of the LGBTQ+ to use healthcare services and suggests possible nursing interventions that can improve their access to healthcare.

Biological factors include the unique health needs of LGBTQ+ individuals, such as the increased risk for specific health issues like HIV/AIDS, mental health disorders, and substance abuse. According to Medina et al. (2021), LGBTQ+ people exhibit poorer mental and physical health outcomes than cisgender and heterosexual populations.

These health issues make it difficult for LGBTQ+ people to access healthcare services for fear of stigma, discrimination, or lack of cultural competency from healthcare providers. Environmental factors such as proximity to healthcare facilities and availability of auxiliary services like transportation for those living in rural areas or places without proper healthcare services can also contribute to the failure of LGBTQ+ individuals to use health services.

Sociocultural factors such as stigma and discrimination from healthcare providers and society can lead to a lack of trust in healthcare systems. Additionally, cultural norms and values can impact how LGBTQ+ individuals perceive healthcare services and their willingness to seek care. Furthermore, behavioral factors such as lifestyle choices and health behaviors can also contribute to the failure of LGBTQ+ to use healthcare services. For instance, many LGBTQ+ people engage in high-risk behaviors, such as substance abuse and unprotected sex, which can increase their need for healthcare services.

However, fear of judgment or discrimination can make it difficult for them to seek care (Medina et al., 2021). Finally, health system factors such as high healthcare costs, lack of insurance coverage, and long wait times can also contribute to this failure. LGBTQ+ community may also face barriers related to legal protections, such as lack of access to family planning services or discriminatory policies related to gender identity or sexual orientation, contributing to barriers in utilizing healthcare services.

Several population health nursing interventions can be employed to promote more effective use of healthcare services in this community. Nurses can provide education and information about the importance of preventative care and regular health screenings to encourage members of the LGBTQ+ community to access healthcare services before they become sick (Bass & Nagy, 2022). This can also help to reduce stigma and improve access to care for these marginalized populations.

Nurses can also collaborate with the rest of the healthcare team and community organizations to ensure that LGBTQ+ people receive comprehensive and coordinated care. This may involve identifying and addressing barriers to healthcare access, such as transportation or language barriers, and connecting individuals with resources and services to help them navigate the healthcare system (Lucas et al., 2023).

Additionally, nurses can advocate for policies and practices that support the health and well-being of this population. This includes advocating for expanded insurance coverage, increased funding for healthcare services, and policies protecting marginalized populations’ rights. Nurses can also work with community organizations and leaders to engage the LGBTQ+ population in efforts to improve the utilization of healthcare services.

Numerous biological, psychological, environmental, sociocultural, behavioral, and health system factors contribute to the failure of LGBTQ+ to use healthcare services. Population health nurses can be essential in promoting more effective use of healthcare services in this community by providing education and information, collaborating with other healthcare professionals, and advocating for policies and practices that support their health and well-being.

References

Bass, B., & Nagy, H. (2022, October 3). Cultural competence in the care of LGBTQ patients. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK563176/

Lucas, J. J., Afrouz, R., Brown, A. D., Epstein, S., Ryan, J., Hayward, J., & Brennan-Olsen, S. L. (2023). When primary healthcare meets queerstory: Community-based system dynamics influencing regional/rural lgbtq?+?people’s access to quality primary healthcare in Australia. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-023-15289-4

Medina, J., Saus-Ortega, C., Sánchez-Lorente, M. M., Sosa-Palanca, E. M., García-Martínez, P., & Mármol-López, M. I. (2021). Health Inequities in LGBT People and Nursing Interventions to Reduce Them: A Systematic Review. International Journal of Environmental Research and Public Health, 18(22), 11801. https://doi.org/10.3390/ijerph182211801

N492 Module 3 Assignment

For this assignment, you will develop two separate infographics (informative posters) to discuss two separate health issues relevant to the LGBTQ+ communities. In each infographic, you will discuss:

• What is the health problem?
• Which group(s) are most likely to be at risk?
• What social/behavioral/health system determinants affect this?
• Identify at least two potential interventions/activities the community, community health agency, or community health nurse could offer to prevent and or support this health issue
• What resistance might be met in implementing the intervention/activity?

View the links in additional resources on how to create infographics.

https://blog.hubspot.com/marketing/create-infographic-in-powerpoint https://blog.hubspot.com/marketing/create-infographics-with-free-powerpoint-templates

You should submit two infographics and one reference list containing at least three scholarly sources. These can be submitted as three separate files.

M3 Assignment UMBO – 1, 2, 4
M3 Assignment PLG – 2, 5, 6
M3 Assignment CLO – 3, 4

Assignment Dropbox

Instructions & Specifications

Start by reading and following these instructions:

1.    Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

2.    Consider the discussion and the any insights you gained from it.

3.    Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.

4.    Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.

The following specifications are required for this assignment:

• Length: 2 infographics; answers must thoroughly address the questions in a clear, concise manner 
• Structure: Infographic page or poster style.
• References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.
• Format: Save your assignment as a Microsoft Word document (.doc or .docx) or PowerPoint (.ppt). These can be submitted as three separate files. 
• Filename: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module1.pptx”)

Graduate Poster/Infographic/Brochure Assignment Rubric v1

CriteriaDoes Not Meet 0%Approaches 70%Meets 80%Exceeds 100%Criterion ScoreContent/Quality of Information Weight: 40%0 points Topic is inappropriate to assignment, not based on scholarly information (if required), unclear and difficult to understand, no hyperlinks to credible sites; did not include required assignment components.28 points Topic is mostly covered and appropriate to assignment, but not based on scholarly information (if required); mostly clear and understandable; some of required assignment components are present.32 points Good coverage of topic and appropriate to assignment; sound, research-based (if required) information; clear and understandable; all required assignment components are accurate and present.40 points In-depth coverage of topic and assignment components; outstanding clarity of information.Score of Content/Quality of Information Weight: 40%, / 40Presentation of Poster, Infographic, or Brochure (Artifact) Weight: 20%0 points Unattractive; difficult to interpret; poor color choice and contrast; artifact is messy or over-crowded with information.14 points Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, artifact may be somewhat disorganized, but is not over-crowded with information.16 points Information is easy to interpret, pleasing colors with strong contrast between text and background, information on artifact is clearly presented, well-spaced, and attractive.20 points Excellent use of transitions and effects that enhance the presentation of the artifact. Artifact is designed for maximum impact of content.Score of Presentation of Poster, Infographic, or Brochure (Artifact) Weight: 20%, / 20Use of Multimedia, Graphics, Diagrams, and/or Illustrations Weight: 30%0 points Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from content as a whole.21 points Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the content.24 points Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the content; sized and positioned appropriately.30 points Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the content; they improve the effectiveness of the artifact.Score of Use of Multimedia, Graphics, Diagrams, and/or Illustrations Weight: 30%, / 30Writing, Mechanics, and APA Weight: 10%0 points Style is inappropriate or does not address given audience, purpose, etc. Inconsistent grammar, spelling, and punctuation; APA format is not evident in the references.7 points Style is somewhat appropriate to given audience and purpose. Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. There are missing APA elements in the references.8 points Style is appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting. References have few formatting errors.10 points Style shows originality and creativity. Word choice is dynamic and varied. Free of mechanical and typographical errors. References are formatted correctly using APA elements.Score of Writing, Mechanics, and APA Weight: 10%, / 10

Total

/ 100

Overall Score

Level 1

0 points minimum

Level 2

60 points minimum

Level 3

70 points minimum

Level 4

100 points minimum

N492 Module 4 Assignment – Emergency Disaster Preparedness

Assignment Description:

Based on what you have learned so far in this course, create a PowerPoint presentation with the intended audience being a community health department. Focus on a real or fictional disaster that has or could affect your area. For example, if you live on the Florida coast, you might choose a potential hurricane. 

Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least two (2) sources throughout your presentation. 

Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.

Create a PowerPoint Discuss the role of the Community Health Nurse in each stage of the disaster.

• Include a few slides on each stage of the disaster:
  • preparedness,
  • response,
  • recovery with specific activities and resources that the public health nurse would use in each stage.
• Identify other agencies that might be involved.

M4 Assignment UMBO – 1, 2, 4
M4 Assignment PLG – 2, 5, 6
M4 Assignment CLO – 3, 6

Assignment Dropbox

Instructions & Specifications

Start by reading and following these instructions:

1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
2. Consider the discussion and the any insights you gained from it.
3. Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.
4. Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.

The following specifications are required for this assignment:

• Length: 10 – 15 slides (not including the title ad reference slides); answers must thoroughly address the questions in a clear, concise manner 
• Structure: Title slide and reference slides in APA style. (at least 2 slides). Additionally, because a good presentation has few words on the slides include a script with the verbiage you would say when presenting; script should be a minimum of 50 words per slide.
• References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least two (2) scholarly sources to support your claims.
• Format: Save your assignment as a Microsoft PowerPoint document and a Word document (.pptx) and (.doc or .docx).
• Filename: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module1.pptx”)

Graduate PowerPoint Assignment Rubric v1

CriteriaDoes Not Meet 0%Approaches 70%Meets 80%Exceeds 100%Criterion ScoreContent/Quality of Information Weight: 40%0 points Topic is inappropriate to assignment, not based on scholarly information (if required), unclear and difficult to understand, no hyperlinks to credible sites; did not include required assignment components; slide notes missing (if required).28 points Topic is mostly covered and appropriate to assignment, but not based on scholarly information (if required); mostly clear and understandable; may contain hyperlinks to non-credible sites; some of required assignment components are present; minimal use of slide notes (if required).32 points Good coverage of topic and appropriate to assignment; sound, research-based (if required) information; clear and understandable; hyperlinks to credible sites; all required assignment components are accurate and present; slide notes used appropriately (if required).40 points In-depth coverage of topic and assignment components; outstanding clarity of information; detailed slide notes ensure all required content is well explained (if required).Score of Content/Quality of I