NR390 All Weeks Discussions and Course Projects Full Course

NR390 All Weeks Discussions and Course Projects Full Course in $120 OnlyNR390 Full Course

DeVry NR390 Week 1 Discussion

Week 1: Making Nursing History Today

Nursing history is not just about the past and famous people, but is being made by nurses every day. Who do you know that is making nursing history today? Describe the contributions that one specific nurse is making to nursing history today.

NR390 Week 2 Discussion

Week 2: Practices from the Past

Catherine McAuley’s philosophy of careful nursing was applicable in pre-Nightingale times and is applicable today. Select one of the 10 key concepts of the philosophy of careful nursing and describe how it might have been applied in McAuley’s time and how it might be applied in your professional nursing practice today.

NR390 Week 3 Discussion

MGMT 410 Human Resource Management Entire Course

MGMT 410 Human Resource Management Entire Course in $105 OnlyMGMT 410 Human Resource Management Entire Course

 DeVry MGMT410 Week 1 Discussion 1 & 2

 DQ 1

The Purpose of HRM (graded)

Human Resources Management (HRM)—what a mouthful! Class, this term, I will introduce you to the concepts of HRM—what it is, what it does (typically), what it can do (optimally), and what it should do (strategically). To start, let’s work on a few introductory questions.

What purpose does HRM serve in an organization?

What role does HRM serve in your organization (or your previous organization)?

What does “strategic” HRM sound like it means, in your opinion?

DQ2

TheFunctions of HRM (graded)

What are the four basic HRM functions? How exactly do these functions assist the organization in reaching its goals?

DeVry MGMT410 Week 2 Discussion 1 & 2

DQ 1

EEO Laws (graded)

Class, since the passage of the Civil Rights Act in 1964, more employment legislation in the area of equal employment opportunity (EEO) has become the law of the land. Pick one of the following acts and tell us its major provisions.

Civil Rights Act of 1964

Americans with Disabilities Act (ADA)

Age Discrimination in Employment Act (ADEA)

Pregnancy Discrimination Act

Family Medical Leave Act (FMLA)

HRM 587 Managing Organizational Change Full Course

HRM 587 Managing Organizational Change Full Course in $105 Only

Devry HRM587 Week 1 Discussion 1 & 2 Latest

DQ 1
 
Stories of Change (graded)

Chapter 1 of your textbook includes, on page 9, Table 1.1, “Managing Change: Some Lessons from the Four Stories.”Review the four “lessons” (bullet points) on the table, and think about what some of the key “learning points” you gleaned about change from these stories. Then, do one of two things:
1. Post the top three learning points you gleaned from the stories, and include how the stories for change helped you learn these points, or
2. Research one of the four companies and see how or if that company has since changed (yet more) since the time of the book’s publication. How did that recent change fit with or not fit in with the “lessons” that the textbook mentions the company “learned” from their original set of changes? Explain what you find (bring the URL of the research/article you used to help you).
Your instructor will follow up with you with additional questions throughout the week to push the learning further. Feel free to discuss your classmates’ findings and thoughts on these questions with each other as well.
DQ 2
Pressures for Change (graded)

ACCT 504 Accounting and Finance Managerial Use and Analysis Full Course

ACCT 504 Accounting and Finance Managerial Use and Analysis Full Course in $139 Only

Devry ACCT504 Week 1 Discussion Latest

 

Financial Reporting Environment, Financial Statements, and Ratios (graded)
 

What is the purpose of Accounting? Who are the users of Accounting information?

Devry ACCT504 Week 2 Discussion Latest

 

Accounting Equation, Accounting Cycle, and Accrual Accounting (graded)

In this area, we will discuss the significance of the accounting equation, the rules of debit and credit, and the steps in the accounting cycle. We will talk about recording of transactions, normal balances, and the creation of the trial balance.

Devry NR451 All Weeks Discussion and Milestone Entire Course

Devry NR451 All Weeks Discussion and Milestone Entire Course in $120 Only

Devry NR451 Week 1 Discussion DQ 1 & DQ 2

DQ 1

Assessing Need for Change (graded)

Think about a problem in your clinical practice. Are the satisfaction scores in your unit low? Does your unit have a higher than average infection rate? What is a problem you see in your clinical practice? What are some of the possible solutions? Why is it important to evaluate the need for change and not just stick with the “it’s the way we always have done it” mentality?

DQ 1

Nurse’s Role in EBP (graded)

Evidence based practice dates back to Florence Nightingale, yet it took a long time for nurses to conduct nursing research. Why is it important for nurses to have their own body of knowledge? Give a specific example of how bedside nurses contribute to nursing research?

Devry NR451 Week 2 Discussion DQ 1 & DQ 2

DQ 1

Forming the PICO Question (graded)

Form a PICO question that you will use for your change project. Include each element of the PICO question. How did you develop this question? Why is it important to your clinical practice?

DQ 2

Appraisal of Evidence (graded)

When reviewing a journal article, how do you best determine its credibility and reliability? Why is it important to determine the strength of evidence and how does that affect your implementation of the results into clinical practice?

Devry NR451 Week 3 Discussion DQ 1 & DQ 2

DQ 1

Feasibility of your Capstone Project (graded)

Now that you have identified your capstone project. What is the cost involved to implement your project? Remember that cost isn’t always just money but also time and resources (both tangible and intangible). Will the initial cost pay off in the long run with improved outcomes?

DQ 2

Communication Errors (graded)

Have you ever played the telephone game when you were younger? Communication can take on a life of its own and the content can often be distorted over time. Give an example in your clinical practice where miscommunication was the root cause of an error. How could this communication error have been prevented?

Devry NR451 Week 4 Discussion DQ 1 & DQ 2

DQ 1

Patterns of Nursing Care (graded)

Your lesson this week discussed patterns of nursing care delivery. In your opinion, what is the most effective nursing care delivery model and why? What are the advantages and disadvantages of your chosen nursing care delivery model? Give specific clinical examples.

 

DQ 2

Discussion of Articles (graded)

 

Discuss the two articles that you read from the Patient Safety and Quality: An Evidence-based Handbook for Nurses website. Give the title and the URL address for each article. How is the information in each article applicable to your practice?

Devry NR451 Week 5 Discussion DQ 1 & DQ 2

DQ 1

An Ethical Dilemma (graded)

Nurses face many ethical issues on a daily basis. Consider the following scenario:

Your unit has team nursing. As luck would have it, you and your best friend, Jill, are paired as a team this shift. Jill is a new nurse so you feel this is a great opportunity to take her under your wing a bit and show her the ropes. It is a busy shift and you administered Mr. Smith his insulin dose based on the sliding scale before lunch. You chart your medication administration and continuing caring for your patients. An hour later, Jill comes to you terrified because she forgot to chart the insulin she gave Mr. Smith and realized that you also gave the medication. She rushed to take his blood sugar and it was 115. Mr. Smith felt fine and was eating a candy bar his family had snuck in for him. No harm done, in fact he probably needed the extra insulin to compensate for the candy bar he wasn’t supposed to have, Jill explained. Jill begs you not to report this since she is still on probation. She says that she has learned her lesson and since nothing bad happened, why does anyone need to know?

What would you do in this situation? Apply ethical principles to explain the rationale for your decision making process.

DQ 2

Core Competencies for Nurses (graded

Explore the website for the Quality and Safety Education for Nurses (QSEN) initiative athttp://www.qsen.org. How can these competencies for nurses be implemented into the workplace or professional nursing setting if you are not currently working?

Devry NR451 Week 6 Discussion DQ 1 & DQ 2

DQ 1

Implementing Change Despite Resistance (graded)

Change can be difficult to implement. Now that you are almost finished with your change project, if you were to implement your project in your clinical practice, what type of resistance do you expect from staff? List at least three ways that you can lessen the resistance you may encounter to help ensure the success of your project.

DQ 2

Workplace Safety (graded)

Select an American Nurses Association (ANA) publication on workplace safety from the ANA. Search the American Nurses Association (ANA) website for workplace safety (http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Work-Environmentand select a publication on workplace safety. Review the document (publication), include the URL, and discuss implications for you and your work setting.

 

Devry NR451 Week 7 Discussion DQ 1 & DQ 2

DQ 1

Healthcare Policy (graded)

Describe a recent health care policy and discuss it’s implication to your personal clinical practice or health care as a whole. Why is it important for nurses to be aware of health care policy?

DQ 2

Healthcare Economics (graded)

Health care costs are on the rise. What is an example of wasted health care dollars in your clinical practice and how do you propose improving the utilization of these dollars?

Devry NR451 Week 8 Discussion

Educational Preparation as a BSN Graduate (graded)

 

How has this educational program prepared you for the future of nursing as a BSN graduate?

Capstone Project Milestone #1:
Capstone Project Milestone 1:

Practice Issue and Evidence Summary Worksheets

 Directions

  1. Refer to the guidelines for specific details on how to complete this assignment.
  2. Type your answers directly into the worksheets below.
  3. Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT.
  4. Post questions about this assignment to the Q & A Forum. You may also email questions to the instructor for a private response.

Practice Issue Worksheet

 

What is the Practice Issue? 
Define the scope of the Practice Issue:
What is the practice area?_✔__ ___ ___

(list)_________________________________

How was the practice issue identified? ___

 

Describe the rationale for your checked selections:

 

 

 

What evidence must be gathered? (Check all that apply)
Describe the rationale for your checked selections:

 

Evidence Summary Worksheet

Directions: Please type your answers directly into the worksheet.

 

Describe the practice problem in your own words with reference to the identified population, setting and magnitude of the problem in measurable terms:

 

Find a source of evidence that is a systematic review article on a nursing topic that is relevant to your practice problem. Write the complete APA reference for the systematic review article you selected:

 

Define the search terms for your systematic review:

 

Identify the objectives of the article.

 

Summarize (in your own words) the interventions the author(s) suggest to improve patient outcomes. 

Summarize the main findings by the authors of your systematic review including the strength of evidence for each main outcome.  Consider the relevance to your project proposal for the Milestone 2 project paper.

 

 

Outline evidence-based solutions that you will consider for your project.Discuss any limitations to the studies performed that you believe impacts your ability to utilize the research in your project.

 

 

 

Capstone Project Milestone 1:

Practice Issue and Evidence Summary

Grading Grid

Evidence Summary Grading Grid

Assignment Criteria A (100%)Exceptional

 

Outstanding or highest level of performance

B (88%)Exceeds

 

Very good or high level of performance

C (80%)Meets

 

Competent or satisfactory level of performance

NI (38%)Needs Improvement

Poor or failing level of performance

F (0%)Developing

 

Unsatisfactory level of performance

Practice Issue Worksheet
Practice issue statement, scope of practice, practice area20 points Practice issue is identified.Practice issue is an independent nursing decision.

Scope of practice issue is fully described.

Practice area identified.

20 points ☒

Practice Issue is identified but is not clear.Practice issue is an independent nursing decision.

Scope of practice issue is described in simple terms.

Practice area identified.

18 points ☐

Practice Issue is identified but is not clearly related to a nursing practice issue.Practice Issue is not an independent nursing decision.

Scope of practice issue is described but is not logical in comparison to Practice Issue described.

Practice area identified.

16 points ☐

Practice Issue is unclear.Practice Issue is not an independent nursing decision.

Scope of practice issue is not described.

Practice area identified.

8 points ☐

Practice Issue is not identified; practice issue is not an independent nursing decision; scope of practice issue is not described; practice area is not identified.0 points ☐
Practice issue identification, rationale for selections35 points Documents how the practice issue was identified.Rationale for responses is logical and described thoroughly.

35 points ☒

Documents how the practice issue was identified.Rationale for responses is logical and briefly described.

33 points ☐

Documents how the practice issue was identified.Rationale for responses is somewhat logical and vaguely described.

30 points ☐

Vaguely describes how the practice issue was identified.Rationale for responses is somewhat logical and vaguely described.

15 points ☐

Does not document how the practice issue was identified.Rationale is not completed.

This section of the form is blank.

0 points ☐

Practice issue identification, rationale for selections20 points Documents how the practice issue was identified.Rationale for responses is logical and described thoroughly.

35 points ☒

Documents how the practice issue was identified.Rationale for responses is logical and briefly described.

33 points ☐

Documents how the practice issue was identified.Rationale for responses is somewhat logical and vaguely described.

30 points ☐

Vaguely describes how the practice issue was identified.Rationale for responses is somewhat logical and vaguely described.

15 points ☐

Does not document how the practice issue was identified.Rationale is not completed.

This section of the form is blank.

0 points ☐

Evidence Summary Worksheet
Practice Problem10 points -Practice problem is in own words, with reference to the population of interest.-Setting of the problem is identified

-Magnitude of problem is discussed.

-The practice issue is stated in measurable terms.

Met all objectives as stated above

10 points ☒

-Practice problem is in own words, with reference to the population of interest.-Setting of the problem is not discussed.

-Magnitude of problem is discussed.

-The practice issue is stated in measurable terms.

Met 3 out of 4 objectives

9 points ☐

-Practice problem is in own words, with reference to the population of interest.-Setting of the problem is not discussed.

-Magnitude of problem is not discussed.

-The practice issue is stated in measurable terms.

Met 2 out of 4 objectives

8 points ☐

-Practice problem is in own words, with reference to the population of interest.-Setting of the problem is not discussed.

-Magnitude of problem is not discussed.

-The practice issue is stated but not measurable.

Met only 1 out of 4 objectives

4 points ☐

-Practice problem is not in own words-There are no references to the population of interest.

-Setting and magnitude of problem is not discussed

-The practice issue is not stated in measurable terms.

Did not meet any objectives

0 points ☐

Source of evidence20 points -Source of evidence is nursing topic.-Source is a Systematic Review article.

-Search terms are identified.

-Complete reference is given for Systematic Review article.

Met all 4 objectives as above

20 points ☒

-Source of evidence is nursing topic.-Source is a Systematic Review article.

-Search terms are identified.

-Complete reference is not given for Systematic Review article.

Met 3 out of 4 objectives

18 points ☐

-Source of evidence is nursing topic.-Source is not a Systematic Review article.

-Search terms are identified.

-Complete reference is not given for Systematic Review article.

Met only 2 out of 2 objectives

16 points ☐

-Source of evidence is not nursing topic.-Source is a Systematic Review article.

-Search terms are not identified.

-Complete reference is not given for Systematic Review article.

Met only 1 out of 4 objectives

8 points ☐

-Source of evidence is not nursing topic or Systematic Review article.-Search terms are not identified.

-Reference is missing.

No objectives were met.

0 points ☐

Objectives of the article/ Statement of questions20 points -Objectives of article are identified.-Questions being addressed by author/s are thorough.

-Relationship to your practice issue is explained.

20 points ☒

-Objectives of article are identified.-Questions being addressed by author/s are explained but not thorough.

-Relationship to your practice issue is explained.

18 points ☐

-Objectives of article are identified.-Questions being addressed by author/s are not thorough.

-Relationship to your practice issue is vague.

16 points ☐

-Objectives of article are identified.-Questions being addressed by author/s is missing.

-Relationship to your practice issue is not explained.

8 points ☐

-Objectives of article are not identified.-Questions being addressed in article and relationship to own practice is not identified.

0 points ☐

Interventions/ Main findings summary30 points -Thoroughly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.-Thoroughly summarized main findings of the author/s.

-Included strength of evidence for each main outcome.

30 points ☒

-Briefly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.-Briefly summarized main findings of the author/s.

-Included strength of evidence for each main outcome.

27 points ☐

-Vaguely summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.-Vaguely summarized main findings of the author/s.

-Included strength of evidence for most of main outcomes.

25 points ☐

-Summary of interventions is not in own words.-Summarized main findings of the author/s is not apparent.

-Did not include strength of evidence for any of the main outcome.

12 points ☐

-Summary of the interventions the author(s) suggest to improve patient outcomes is missing.-Summary of the main findings of the author is missing.

-The strength of the evidence for outcomes are missing.

0 points ☐

Evidence-based solutions and limitations20 points -Outline of evidence-based solutions considered for project is documented and clear.Discussed any limitations to the studies performed.

Documents limitations believed may impact use in project.

20 points ☒

-Outline of evidence-based solutions being considered for project is documented but not clear.Discussed any limitations to the studies performed.

Documents limitations believed may impact use in project.

18 points ☐

-Outline of evidence-based solutions considered for project is documented but not clear.Discussed most limitations to the studies performed.

Documents limitations believed may impact use in project.

16 points ☐

-Outline of evidence-based solutions being considered for project is not documented.-Discussed most limitations to the studies performed.

Documents limitations believed may impact use in project.

8 points ☐

-Outline of evidence-based solutions, limitations of studies and potential impact to project is missing.0 points ☐
Comments:You did great job on this assignment.
Total Points Possible = 175 pointsPoints earned (sum of points in all columns) = _175___

Late assignment point deduction (if applicable) = ____

Total points earned for this assignment = _175___

 Capstone Project Milestone #2:

Design for Change Proposal Guidelines
PURPOSE
You are to create a Design for Change proposal inclusive of your PICO and evidence appraisal information from your Capstone Project Milestone #1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. In the event you are not currently working as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or nursing education issue you identified in your nursing program.
COURSE OUTCOMES

This assignment enables the student to meet the following course outcomes.
CO1: Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1)
CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)
DUE DATE
Milestone #2 consists of the proposal for your Design for Change Capstone Project. Submit this Milestone to the Dropbox by the end of Week 4.
POINTS
Milestone #2 is worth 225 points.
DIRECTIONS
1. Create a proposal for your Design for Change Capstone Project. Open the template in Doc Sharing. You will include the information from Milestone #1, your PICO question, and evidence appraisal, as you compose this proposal. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced.
2. The format for this proposal will be a paper following the Publication manual of APA 6th edition.
3. The paper is to be four- to six-pages excluding the Title page and Reference page.
4. As you organize your information and evidence, include the following topics.
a. Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
b. Change Plan: Write an overview using the John Hopkins Nursing EBP Model and Guidelines (2012)
i. Practice Question
ii. Evidence
iii. Translation
c. Summary
5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.
GRADING CRITERIA: DESIGN FOR CHANGE CAPSTONE PROJECT
Category Points % Description
Introduction 25 11% Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.
Change Plan; Practice Question (Steps 1–5) 50 22% Activities to achieve the first steps of change are fully described in detail and are based on the first five steps of the John Hopkins EBP Process; Practice Question.
Change Plan; Evidence (Steps 6–10) 50 22% Activities to achieve steps six through ten of the John Hopkins EBP Process are fully described in detail; Evidence.
Change Plan; Translation
(Steps 11–18) 50 22% Activities to achieve the final steps of change are fully described in detail and are based on steps 11 through 18 of the John Hopkins EBP Process; Practice Question.
Summary 25 11% Clear, solid summary summarizing the key points and steps of the change plan is included; ways to maintain the change plan are described.
APA Format 25 11% Minimal errors.
Total 225 points 100%

GRADING RUBRIC: CAPSTONE PROJECT MILESTONE #2
Assignment Criteria Outstanding or Highest Level of Performance
A (92–100%) Very Good or High Level of Performance
B (84–91%) Competent or Satisfactory Level of Performance
C (76–83%) Poor, Failing or Unsatisfactory Level of Performance
F (0–75%) Total
Introduction
25 points Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.
23–25 points Introduction to the plan is nursing focused, with evidence to support the problem and potential solution identified but convincing areas are missing.
21–22 points Introduction to the plan is provided; however, evidence to support the problem and potential solution is not convincing.
19–20 points Introduction lacks evidence to support need for change and/or potential solution is not realistic.
0–18 points /25
Change Plan Practice Question
(Steps 1–5)
50 points Activities to achieve the first five steps of change are fully described in detail and are based on the first section of the John Hopkins EBP Process:
*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
46–50 points Activities to achieve the first five steps of change are fully described, not in detail but are based on the first section of the John Hopkins EBP Process:
*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
42–45 points Activities to achieve the first five steps of change are vague. The first section of the John Hopkins EBP Process is not clearly identified.
*Practice question is identified.
*Scope of the problem does not contain statistics to support the problem.
*Stakeholders are identified but not appropriate or missing key members.
*Team members are identified but not appropriate or missing key members.
38–41 points Activities to address and support change are not specifically addressed. Portions of the first five steps are missing or absent.
0–37 points /50
Change Plan Evidence
(Steps 6–10)
50 points Activities to achieve steps six through ten of change are fully described in detail and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is thorough and detailed.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence and is thorough.
46–50 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is vague.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence but connection is vague.
42–45 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used but less than three are peer-reviewed. *Summary of evidence is vague.
*Strength of evidence is not discussed.
*Recommendation for change is present but not weak connection to the evidence.
38–41 points Activities to achieve steps six through ten of change may be missing or absent.
*Less than four reliable sources are used.
*Summary of evidence is not present or missing important elements.
*Strength of evidence is missing.
*Recommendation for change lacks support from evidence.
0–37 points /50
Change Plan Translation
(Steps 11–18)
50 points Activities to achieve the last steps of change are fully described in detail and are based on the last steps of the John Hopkins EBP Process:
Translation. *Action plan is well-developed with specific timeline in place to include all elements of the plan.
*Measurable outcomes and way to report results are discussed in detail.
*Plan for implementation is thoroughly discussed.
*Ways to communicate findings (internally and externally) are discussed.
46–50 points Activities to achieve the last steps of change are described and are based on the last steps of the John Hopkins EBP Process:
Translation.
*Action plan is developed with specific timeline in but some elements of the timeline are missing.
*Outcomes are present but not measurable. Ways to report results are discussed in detail.
*Plan for implementation is discussed.
*Communication of findings is present but does not address both internal and external ways.
42–45 points Activities to achieve the last steps of change are vague.
*Action plan is developed but timeline is missing.
*Outcomes are vague and not measurable. Ways to report results are discussed but not in detail.
*Plan for implementation is vague.
*Communication of findings is missing.
38–41 points Activities to achieve the last steps of change are vague or missing.
*Action plan is not well-developed or missing.
*Outcomes are vague or not present. Ways to report results are discussed but not in detail.
*Plan for implementation is not present.
*Communication of findings is missing.
0–37 points /50
Summary
25 points Clear, solid summary of the key points and the change plan are included; ways to maintain the change plan are described.
23–25 points A clear summary of the key points and part of the change plan are provided; ways to maintain the change plan are mentioned, but not in detail.
21–22 points A summary is present but is vague; parts of the change plan are highlighted; ways to maintain the change plan are not clear.
19–20 points A summary is difficult to determine or absent. Key points of the change plan are not recapped or are absent.
0–18 points /25
APA formatting, scholarly writing
25 points APA format sixth edition: third person, grammar, sentence structure, punctuation, and spelling; sources correctly cited and referenced; title page, headers, and page numbers. No errors to one error.
23–25 points Two to three errors.
21–22 points Four to five errors.
19–20 points Multiple errors
0–18 points /25
Total Points /225

Reference:

Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines (2nd ed.). Indianapolis, IN: Sigma Theta Tau International.

Title
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year

Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link y
.our identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. You should avoid one paragraph for each of the sources.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Translation
Steps 11, 12, and 13, 14: Action Plan
You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study? What is the timeline for your plan? Make sure you include a plan for evaluation of outcomes and method to report the results.
Steps 16 and 16: Evaluating Outcomes and Reporting Outcomes
What are the desired outcomes? How will they be measured? How will you report the results to the key stakeholders?
Steps 17: Identify Next Steps
How will you implement the plan on a larger scale? Will this be applicable to other units or the facility as a whole? What will you do to ensure that the implementation becomes permanent?
Step 18: Disseminate Findings
How will you communicate your findings internally (within your organization) and externally (to others outside of your organization)?
Conclusion
Provide a clear and concise summary. Review the key aspects of the problem as well as the change model. Be sure to include important aspects of the three levels of change for the John Hopkins EBP process.

References

Capstone Project: Milestone #3: Educating the Staff (graded)
Capstone Project Milestone #3: Educating the Staff PowerPoint assignment is due by Sunday, 11:59 p.m. (MT). Guidelines for this milestone may be found in Doc Sharing.
Submit the assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions.
See the Syllabus section “Due Dates for Assignments & Exams” for due date information.

Capstone Project Milestone #3:
Educating Staff: Implementing Change Guidelines
Purpose
The purpose of this assignment is to create the Educating Staff: Implementing Change Project PowerPoint presentation. Your plan is to educate the staff that will be involved in the pilot program. You will need to educate them on the problem, show the supporting evidence, and how your pilot plan will be implemented.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)
CO3: Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO #3)
CO7:Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO #7)
Due Date
Milestone #3 consists of the PowerPoint presentation Educating Staff: Implementing Change Project. Submit this Milestone to the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 6.
Points
Milestone #3 is worth 225 points.
Directions
1. Create an educational presentation for staff before the launch of your change project. This should inform the staff of the problem, your potential solution, and their role in change project.
2. The format for this proposal will be a PowerPoint presentation.
3. The length of the PowerPoint presentation should be 15-20 slides; excluding the title and reference slides.
4. Below are the topics for the slides:
a. Title slide
b. Description of the change model used
c. PICO question—include the elements
d. Scope of the problem—use statistics
e. Your team/stakeholders
f. Evidence to support your need for change—from research
g. Action Plan
h. Timeline for the plan
i. The nurses role and responsibility in the pilot program
j. Procedure
k. Forms that will be used (if applicable)
l. Resources available to the staff—including yourself
m. Summary
n. References
5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. Citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means choose peer-reviewed journals and credible websites.
Guidelines
• Application: Use Microsoft PowerPoint 2010.
• Length: The PowerPoint slide show is expected to be between 15-20 slides in length (not including the title slide and reference list slide).
• Submission: Submit your files via the basket in the Dropbox: “Educating the Staff: Implementing the Change Project” by 11:59 p.m. Sunday of Week 6.
• Late Submission: See the course policy on late submissions.
• Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.
Best Practices in Preparing a PowerPoint Presentation
The following are best practices in preparing this project.
1. Slides should be easy to read with short bullet points and large font. Do not use paragraphs.
2. Be creative, but realistic with your intervention and evaluation tool.
3. Incorporate graphics, clip art, or photographs to increase interest.
4. Review directions thoroughly.
5. Cite all sources within the slide show with in-text citations, as well as a reference page.
6. Proofread prior to final submission.
7. Spell check for spelling and grammar errors prior to final submission.
8. Abide by the Chamberlain College of Nursing academic integrity policy.

Grading Criteria: Educating Staff: Implementing Change
Category Points % Description
The Problem 30 13% Summary of change model discussed.PICO question including elements. Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. Team and stakeholders and their role/reason chosen.
The Evidence 40 18% Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts discovered. At least four sources used (at least three peer reviews and the other a credible resource).
The Plan 40 18% Plan of action described. Important elements are discussed and logical.Timeline is thorough and contains all elements. Timeline is logical and appropriate.
The Nurse’s Role 30 13% The nurse’s role in the pilot plan is described and clear.Procedures for the pilot plan are clear and concise.
Resources 20 9% Form for tracking the outcomes is included.Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included.
Summary 10 5% Summary slide reiterates the problem and purpose of the plan along with the measurable goals.
Overall Presentation 25 11% Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read.
Mechanics 30 13% Includes title slide. Grammar, punctuation, and sentence structure are correct. References are properly cited within the paper. Reference page includes all citations. Evidence of spell and grammar check.
Total 225 points 100%
Grading Rubric: Educating the staff Milestone #3
Criteria A
(92–100%)
Outstanding or highest level of performance B
(84–91%)
Very good or high level of performance C
(76–83%)
Competent or satisfactory level of performance F
(0–75%)
Poor or failing or unsatisfactory level of performance Pts
The Problem
30 points * Summary of change model discussed
(1 slide)
* PICO question including elements (1 slide)
* Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. (1-2 slides)
* Team and stakeholders and their role/reason chosen
(1 slide)
(28–30 points) * One of the four elements was not thorough or did not include all appropriate elements.
(25–27 points) * Two of the four elements was not thorough or did not include all appropriate elements.
(23–24 points) * Three or more of the four elements was not thorough or did not include all appropriate elements.
(0–22 points) /30
The Evidence
40 points Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts. At least four sources used (at least three peer reviews and the other is a credible resource).
(3–4 slides)
(37–40 points) Four sources are discussed but evidence is not synthesized into themes learned.
(34–36 points) Four sources are discussed but evidence is not synthesized or summarized.
(30–33 points) Not all four sources are discussed. Summary of information not detailed or pertinent.
(0–29 points) /40
The Plan
40 points * Plan of action described. Important elements are discussed and logical.
(1-2 slide)
* Timeline is thorough and contains all elements. Timeline is logical and appropriate.
(1 slide)
(37–40 points) *Plan of action described but not all important elements included.OR
* Timeline is present but doesn’t contain all elements.
(34–36 points) *Plan of action described but not all important elements included.AND
* Timeline is present but doesn’t contain all elements.
(30–33 points) Plan of action not present or not logical and complete. The timeline is not present or not appropriate and logical.
(0–29 points) /40
The Nurse’s Role
30 points * The nurse’s role in the pilot plan is described and clear.
(1 slide)
* Procedures for the pilot plan are clear and concise.
(2-3 slides)
(28–30 points) * The nurses’ role is describes but not clear.
OR
* Procedures are discussed but not clear.
(25–27 points) * The nurses’ role is describes but not clear.
AND
* Procedures are discussed but not clear.
(23–24 points) Nurses’ roles are either absent or not appropriate. Procedures are either absent or not clearly written and complete.
(0–22 points) /30
Resources
20 points * Form for tracking the outcomes is included.
(1 slide)
* Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included.
(1 slide)
(18–20 points) * Form for tracking outcomes included.
*At least three resources are included but the resources were not the best available resources.
(16–17 points) * Form for tracking outcomes included but was not well-developed.
*At least three resources are included but the resources were not the best available resources.
(15 points) * Form for tracking outcomes either absent or not well-developed.
* Less than three appropriate and helpful resources were given.
(0–14 points) /20
Summary
10 points Summary slide reiterates the problem and purpose of the plan along with the measurable goals. (1-2 slides)
(9–10 points) Summary does not clearly reiterate the problem OR purpose.
(8 points) Lacks reiteration of problem AND purpose.
(7 points) Summary slide not present or incomplete.
(0–6 points) /10
Overall presentation
25 points Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read.
(23–25 points) Presentation is accurate and covers most elements but lacks creativity.
(21–22 points) Presentation lacks flow and creativity or is difficult to follow.
(19–20 points) Presentation lacks any attempt at organization and comes across as chaotic.
(0–18 points) /25
Mechanics
30 points Includes title slide (3 points)
Grammar, punctuation, and sentence structure are correct.
(9 points)
References properly cited within the paper.
(6 points)
Reference page includes all citations.
(6 points)
Evidence of spell and grammar check.
(6 points)
(28–30 total points) Title slide incomplete
Minimal errors in grammar, punctuation, and/or sentence structure noted.
Citations are present but not correct format.
References are present, with minimal errors in format.
(25–27 points) Missing title slide
Multiple grammar and punctuation errors noted.
(23–24 points) Title slide and citations are missing.
References are missing or incomplete.
No evidence of proof-reading prior to submitting paper.
(0–2 points) /30
Total points: /225
Reference:
Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines(2nd ed.).Indianapolis, IN: Sigma Theta Tau International.

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 Discussion 1

In this discussion, we will look at the basics of both hardware and operating systems. To begin this discussion, let’s first define the difference between hardware and software. What is hardware? What is software? What are the purposes of hardware and software?

Avoid using the Respond button at the top of the discussion. Help keep the discussion organized by responding only to other posts.

Discussion 2

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DeVry SEC280 Week 1 Discussion 1 & 2

Free sample answer is given below.

DQ 1

Data Breaches (graded)

Explain how they impacted you.Use one of your favorite search engines (preferably www.google.com) and search world’s biggest data breaches.Select at least two of the major data breaches from the list you found and complete the following.

  • Many of the breached companies had standard security controls like firewalls and intrusion detection systems. Discuss what was missing in their designs and processes.
  • Add other items that you believe organizations should improve on to avoid breaches.

DQ 2

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Free Sample Answer Given Below.

Devry MGMT 404 All Weeks Discussions
Devry MGMT 404 Week 1 DQ 1
Read the case study 3.1 on pages 103–104 of the text.
The Keflavik Paper Company is a case with the problem of determining a project management process for new product development. Answer the following questions:
What does this case demonstrate about the effect of poor project screening methods on a firm’s ability to manage projects effectively?
How would project portfolio management help to improve the situation at Keflavik?

Devry MGMT 404 Week 1 DQ 2
Case Study: Widgets ‘R Us (graded)
Read the case study 2.4 on pages 65–66 of the text.

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BIS 245 Week 1 iLab Devry University
A. Lab # : BSBA BIS245A-1
B. Lab 1 of 7 : Introduction to MS Visio and MS Access
C. Lab Overview–Scenario/Summary
TCOs:
1. Given a business situation in which managers require information from a database, determine, analyze and classify that information so that reports can be designed to meet the requirements.
2. Given a situation containing entities, business rules, and data requirements, create the conceptual model of the database using a database modeling tool.
Scenario:

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MATH399 Statistics—Lab Week 2

Question 1 is worth 5 points and each question after that is worth 4.5 points, for a total of 50 points for the lab.
Name:_______________________
Statistical Concepts:
Using Excel
Graphics
Shapes of distributions
Descriptive statistics
NOTE: Directions for all labs are given based on Excel 2013 for Windows. If you have another version of Excel, you may need to research how to do the same steps.
Data in Excel
Ø Excel is a powerful, yet user-friendly, data analysis software package. You can launch Excel by finding the icon and double clicking on it. There are detailed instructions on how to obtain the graphs and statistics you need for this lab in each question. There is also a link to an Excel how to document on the iLab page where you opened this file. Further, if you need more explanation of the Excel functions you can do an internet search on the function like “Excel standard deviation” or “Excel pivot table” for a variety of directions and video demonstration

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Introduction
You are chief of staff to your brother-in-law, Representative Howard Hughes, who was recently elected to fill out a term in Congress.
He has been asked to participate in a panel discussion on the Medicare funding crisis. You have been asked to prepare paper for him. The panel is asked to respond to a proposal for reducing Medicare expenditures by enrolling participants in HMOs. What does the Congressperson say?
The following key questions must be addressed in the paper:
Is Medicare in a state of crisis? Are radical measures necessary to preserve the program?
How is Medicare funded now? Why do elderly people feel that Medicare is an insurance program and not a welfare program? Is this perception accurate?
Should there be a Medicare program at all? Why should the government be involved in providing insurance to elderly preople? Does Medicare have detrimental effects on the market for healthcare or on the market for health insurance?
Are these economic effects, offset by the positive effects of the Medicare program for the elderly? What about the positive effects of caring for the elderly for society? Are there any externalities here?
Justify your position on either economic efficiency or equity grounds (or both).
Your Congressperson wants to appear intelligent. Do not be afraid to refer to economic theory or theories of distributive justice.
Assignment
Prepare a written response to the questions and requests following the Case Study:
In general, the length of this case study should be no less than six pages, double spaced.
The written assignment should be produced using a word processing program, produced in memo format, and addressed to your congressperson from you.
A guide for writing the case study is posted in Doc Sharing.
Your assignment will be evaluated and graded based on the criteria in the Doc Sharing guide.
Submit your assignment to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions.
See the Syllabus section “Due Dates for Assignments & Exams” for due date information.

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Course Project – Guide

Requirements:

Write a research paper (not less than 18 pages or more than 22 pages) double spaced based on your chosen subject, in which you convince your readers to support your recommendation.
Introductory material:
Cover letter or memo, title page, table of contents, executive summary:
Body of the report:
Introduction, conclusions, recommendations, findings, and methodology, organized clearly with effective headings and subheadings:
Supplementary information: Appendixes, exhibits (supplementary charts and graphs) and a list of illustrations, if appropriate.
Use Applied Business Research Techniques:

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DQ 1

The Cost of Expansion (graded)
Explain how and why slavery developed in the American colonies. Why couldn’t colonists use indentured servants as they had in the past? How would you describe the differences between slaves and indentured servants?

DQ 2
Colonial Identities (graded)
The colonies of New England, the Mid –Atlantic and the Upper and Lower South developed their own forms of culture, conduct and commerce. Given the choice, where would you have preferred to live?

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DQ 1

Sarbanes-Oxley (graded)

The Sarbanes-Oxley Act of 2002 suggests that businesses develop a code of ethics. How effective is a code of ethics in preventing unethical conduct? Review the sample code of ethics of Big Cheese Corporation in Chapter 8. Are there any clauses in this code that you believe need to be more specific? Why?

DQ 2

Corporate Social Responsibility? (graded)

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DeVry POLI330  Week 1 discussions

Politics in Our Daily Lives (graded)

As we read and discuss the definition of politics, let’s also consider the consequences of political decisions upon our daily routines.

Can you think of a time when a political act impacted your daily life? What made this experience political?

As we begin our discussions, let’s not forget to comment on each other’s posts. Can you see any similarities in your situations?

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Question 1. 1. (TCO A) HRM has never been a revenue-generating department. However, many companies are seeing the value in collaborating with HRM based on a strategic focus. Explain how HRM is now considered a strategic partner in most companies and provide an example of this strategic alliance. (Points : 30)

Sample Answer: 

Human resource management has always been an essential aspect of running a business and even though it is not directly a revenue-generating department, it has a lot of consequence upon the business of the firm. In recent times, businesses all over the world have been putting more focus on human resource management because…

Question 2. 2. (TCO B) Describe the difference between human resources as a back-office support function and strategic human resource management. Discuss two strategic HR methods for recruitment. (Points : 30)

Question 3. 3. (TCO C) Describe four potential HRM risks related to employment laws. (Points : 30)

Question 4. 4. (TCO D) Hardwick’s Fabric Store contracted with you as an HR consultant. They have asked you to review their jobs to ensure that they align with the industry; however, they do not want a long process, but just a simple review of their current jobs. Explain the value of job analysis to Hardwick’s owner. Review the necessity of job descriptions and what would happen if Hardwick decided not to use job descriptions. (Points : 30)

Question 5. 5. (TCO E) As the director of HR, you have the responsibility of implementing a layoff for a medium-sized company. Review the key issues that must be settled in the implementation. Discuss some strategies you can take in order to reassure surviving employees after a layoff. (Points : 30)

Question 6. 6. (TCO F) Describe the difference between employee development and employee training. Explain the value that employee development brings to the business. (Points : 30)

Question 7. 7. (TCO G) Incentives are rewards intended to motivate a specific behavior. Appropriate incentives stimulate performance. Explain how pay for performance plans are designed to reward individuals as well as team results. Evaluate the value of pay for performance plans as it relates to the organization/business. (Points : 30)

Question 8. 8. (TCO H) Discuss two major trends in human resource technology and the ways in which they are transforming the HRM function. Be sure to provide examples of each. (Points : 40)

Sample Anwer:

Two major trends pertaining to human resource technology would include social media hiring and millennial challenges. Social media hiring is engaged in through the social media platform, through which it becomes possible for the human resources to approach the talented pool of employees faster. It reaches….

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Devry ECON312N Week 3 Discussion DQ 1 & DQ 2 Latest 2016 Jan.

DQ 1

Free Trade (graded)
Are you for or against free trade? Are you for or against NAFTA? What is the economic basis for trade? Explain the underlying facts that support free trade and give an example of a good that you purchased recently that is based on resource differences. What are some examples of goods that the U.S. has comparative advantage in producing? Take a look at the tag of the shirt/dress/pants you are wearing today. Where was it made? Anyone wearing “Made in America” items of clothing today? We sometimes hear people say “Buy American.” Why don’t we? What is the basis of international trade? What are the benefits and the costs? Under what conditions would you advocate for trade restrictions?

DQ 2

Foreign Exchange (graded)
What is happening to the value of the U.S. dollar these days? What causes the value of the U.S. dollar to rise or fall? Who demands U.S. dollar? Who supplies U.S. dollar? When we purchase German products, does our demand for euro go up or down? What are freely floating exchange rates all about, and how do they work? How can the falling U.S. dollar impact your travel expenses? Why would a cheap dollar relative to other nations’ currencies be good or bad for U.S. trade?

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  1. Week 1 DQ 1 – Databases and Gathering Requirements
  2. Week 1 DQ 2 – Choosing a Database
  3. Week 2 DQ 1 – Entity Relationship (ER) Modeling
  4. Week 2 DQ 2 – Database Table Design
  5. Week 3 DQ 1 – Conceptual Database Design
  6. Week 3 DQ 2 – Requirements Analysis
  7. Week 4 DQ 1 – Creating Queries from woodcraft Database
  8. Week4 DQ 2 – Creating Queries from NorthWeekind Database
  9. Week 5 DQ 1 – Data Normalization
  10. Week 5 DQ 2 – Data Validation
  11. Week 6 DQ 1 – Data Reporting
  12. Week 6 DQ 2 – Presenting Data Effectively
  13. Week 7 DQ 1 – Database Navigation
  14. Week 7 DQ 2 – Database Security
  15. BIS 245 Week 1 Lab
  16. BIS245 Week 2 Lab – Skills Development in Visio
  17. BIS 245 Week 3 Lab – Visio ERD
  18. BIS 245 Week 4 Lab – ER Diagram
  19. BIS 245 Week 5 Lab – ER Diagram and ER Matrix
  20. BIS 245 Week 6 iLab Creating Reports
  21. BIS 245 Week 7 iLab
  22. BIS 245 Final Exam

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