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Assessment 1 Instructions: Health Promotion Plan

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Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an
 individual or a group living in the community that you identified from the topic list provided.

• Bullying.
• Teen Pregnancy.
• LGBTQIA + Health.
• Sudden Infant Death (SID).
• Immunization.
• Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.


Historically, nurses have made significant contributions to community and public health with regard to health
 promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. 

Caring for a population involves identifying the factors that place the population's health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that
investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).


As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups,
 and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude
and proficiency in navigating available resources is an essential component to making informed decisions and to
 the teaching learning process (CDC, 2012; Healthy People 2030, n.d.). It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socioeconomical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual's health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person's levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.


What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage.

Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes. 

What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.

References

Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of

Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.).  Healthy People 2030. https://health.gov/healthypeople

Demonstration of Proficiency
 By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:


 Competency 1: Analyze health risks and health care needs among distinct populations.
 ◦ Analyze a community health concern that is the focus of a health promotion plan.
• Competency 2: Propose health promotion strategies to improve the health of populations.
 ◦ Explain why a health concern is important for health promotion within a specific population.
 ◦ Establish agreed-upon health goals in collaboration with participants.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and
 improve population health.
 ◦ Organize content so ideas flow logically with smooth transitions; contains few errors in
 grammar/punctuation, word choice, and spelling.
 ◦ Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to
 APA format.
Your Online ePortfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to  your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.


 Using ePortfolio to Build Your Career
 As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews. To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future. Next, create your story or talking points to tell your professional story.

Privacy Statement
 Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical
 work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.


 Note: Assessment 1 must be completed first before you are able to submit Assessment 4.
 

Preparation
 The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern or health need. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health
 promotion educational plan (Assessment 4).


 You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).
 To prepare for the assessment, consider a various health concern or health need that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.


 As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement. For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues or need from the list provided in the instructions.


 In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.


 Please choose one of the topics below:
 • Bullying.
 • Teen Pregnancy.
 • LGBTQIA + Health.
 • Sudden Infant Death (SID).
 • Immunizations.
 • Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST
 address all tobacco products).

Instructions
Health Promotion Plan
 • Choose a specific health concern or health need as the focus of your hypothetical health promotion plan.
 Then, investigate your chosen concern or need and best practices for health improvement, based onsupporting evidence.
 ◦ Bullying.
 ◦ Teen Pregnancy.
 ◦ LGBTQIA + Health.
 ◦ Sudden Infant Death (SID).
 ◦ Immunizations.
 ◦ Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.


 (MUST address all tobacco products).
 • Create a scenario as if this project was being completed face-to-face.
 • Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).
 • Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.
 • Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.
 • Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.


 • Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).
 • Identify the individual or group's current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.
 • Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.


 Document Format and Length
 Your health promotion plan should be 3-4 pages in length.
 Supporting Evidence
 Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People
 2030 resources. Cite at least three credible sources published within the past five years, using APA format.

Assessment 1 Instructions: Preliminary Care Coordination Plan

We have handled several capella nursing courses that required our writers to address instructions similar to those stated on this link.


 Develop a 3–4-page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.


Introduction
 NOTE: You are required to complete this assessment before Assessment 4.


 The first step in any effective project is planning. This assignment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a particular health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care. As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.


Preparation
 Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan
 effectively in addressing the specific health concerns of community residents.


To prepare for this assessment, you may wish to:
 • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.


 • Allow plenty of time to plan your chosen health care concern.
 Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback,
 before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.
 

Instructions
 Complete the following:
 • Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to:

◦ Stroke.
 ◦ Heart disease (high blood pressure, stroke, or heart failure).
 ◦ Home safety.
 ◦ Pulmonary disease (COPD or fibrotic lung disease).
 ◦ Orthopedic concerns (hip replacement or knee replacement).
 ◦ Cognitive impairment (Alzheimer's disease or dementia).
 ◦ Pain management.
 ◦ Mental health.
 ◦ Trauma.
 • Identify available community resources for a safe and effective continuum of care.
 Document Format and Length


 • Your preliminary plan should be an APA scholarly paper, 3-4 pages in length.
 ◦ Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.
 • In your paper include possible community resources that can be used.
 • Be sure to review the scoring guide to make sure all criteria are addressed in your paper.
 ◦ Study the subtle differences between basic, proficient, and distinguished.


 Supporting Evidence

 Cite at least two credible sources from peer-reviewed journals or professional industry publications that support
 your preliminary plan.


Grading Requirements
 
The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.


 • Analyze your selected health concern and the associated best practices for health improvement.
 ◦ Cite supporting evidence for best practices.
 ◦ Consider underlying assumptions and points of uncertainty in your analysis.
 • Describe specific goals that should be established to address the health care problem.
 • Identify available community resources for a safe and effective continuum of care.
 • Organize content so ideas flow logically with smooth transitions; contains few errors in
 grammar/punctuation, word choice, and spelling.
 • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA
 format.
 ◦ Write with a specific purpose with your patient in mind.
 ◦ Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.
 Additional Requirements
 Before submitting your assessment, proofread your preliminary care coordination plan and community resources
 list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of
Assessment 1 Instructions: Preliminary Care Coordination Plan ... 

your plan. Be sure to submit both documents.

Portfolio Prompt: Save your presentation to your ePortfolio.

Competencies measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies

through the following assessment scoring guide criteria:

• Competency 1: Adapt care based on patient-centered and person-focused factors.

◦ Analyze a health concern and the associated best practices for health improvement.

• Competency 2: Collaborate with patients and family to achieve desired outcomes.

◦ Describe specific goals that should be established to address a selected health care problem.

• Competency 3: Create a satisfying patient experience.

◦ Identify available community resources for a safe and effective continuum of care.

• Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.

◦ Organize content so ideas flow logically with smooth transitions; contains few errors in

grammar/punctuation, word choice, and spelling.

◦ Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to

APA format.

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An Example of InstructionsHistory final essays

In no less than 800 and not more than 1000 words: Discuss the causes of conflict in twentieth-century Europe. Not so much the countries in particular, but rather what kinds of pressures caused the stresses that erupted in wars, revolutions, and/or civil wars? Grading is based on accuracy, thoroughness, insight, legibility, and the demonstrated use of the assigned reading(s). Any essays scoring higher than a 15% plagiarism match in Turnitin will not be accepted. A "0" grade will be attributed.
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History discussion on Crisis in Levittown

Overview

The purpose of this discussion is to analyze and evaluate how American race relations shaped the growth of pot war suburbia. 

Instructions:

For this discussion, review your readings and sources for unit 11 and read the following scenario.

Scenario: In the years after World War II, subdivisions like Levittown sprouted up throughout America. Watch the video and review your readings to prepare your response.  Your team will take one of the following roles:

  1. African American seeking to move to a segregated suburb like Levittown
  2. White American opposed to desegregating the neighborhood.

Answer the following questions.  Be sure to bring in evidence you have found about race relations in America between 1954 and 1957 :

  • Why are you interested in living in this neighborhood?
  • What are your concerns about desegregation?

Both teams: Write a summary where you answer the following: 

  • What does the controversy about Levittown and similar suburbs say about America's rhetoric about being superior to communism during the Cold War?
  • What similarities exist between the northern citizens in a suburb like Levittown and their southern neighbors?
  • What are the implications of having women voicing their opinions?

Before you complete your discussion, make sure you refer to the course rubric for the expectations for this assignment. 

To form groups, students with last names beginning with A-L will take the role of an African American wishing to move to a segregated suburb. All other students will take the role of a white resident of the suburb. Be sure to put yourself in the shoes of the person you are speaking for -- try to imagine how that person felt, what their ideals were, what they thought was good or right or appropriate at the time, even if you personally do not feel that way.

 Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone's posting with "ditto" or "I agree with you".  You must answer the question(s) asked in a minimum of two paragraphs and a maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research. Use the Purdue OWL Chicago Style guide for help with the correct citation style for your quotes.

Then, respond to at least TWO classmates’ postings referring to at least one element of critical thinking. Your response to your classmates should be a minimum of two sentences, and a maximum of four sentences (refer to your Introduction to Critical Thinking and to the How to Read History Sources modules for a review of how to read primary sources)

 

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Discussion 5: American Imperialism

Overview

The purpose of this discussion is to think about the rationale for American imperialism in the late nineteenth century and how it affected people.

Instructions

For this discussion,  review your readings for Unit 5 and study the cartoon carefully. Feel free to do research outside the course if you'd like other points of view.

Prepare a discussion where you explain, based on your readings, what this cartoon is about and what values it expresses.  To do this, adopt the role of ONE of the following individuals and explain who that person was and how that person viewed the events behind this cartoon.

Choose ONE:

  • Albert Beveridge (Historian and Republican Senator from Indiana)
  • Carl Schurz (Former German revolutionary and Republican Senator from Missouri)
  • A resident of one of America's new Caribbean or Pacific colonies

As with the previous assignments, try to put yourself in the shoes of someone in the past -- think about what their life was like, what their behavior and outlook might be. Try to justify your response by describing that life and outlook.

Please make sure you refer to the course rubric for the expectations for this assignment, found in the course resources module.  Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone's posting with "ditto" or "I agree with you."   You must answer the question(s) asked in a minimum of two paragraphs and a maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research.  Use the Purdue OWL Chicago Style guide  for help with the correct citation style for your quotes.

Then, respond to at least TWO classmates’ postings referring to at least one element of critical thinking.  Your response to your classmates should be a minimum of two sentences, to a maximum of four sentences (refer to your Introduction to Critical Thinking and to the How to Read History Sources modules for a review of how to read primary sources).