WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community Example

NURS 5202 AWM2 Task 1: Advocating for Policy Change to Improve Health Outcomes in the Community Assignment

NURS 5202 AWM2 Task 1: Advocating for Policy Change to Improve Health Outcomes in the Community Assignment Brief

Assignment Instructions Overview

This assignment focuses on the role of the advanced professional nurse in advocating for policy changes that improve health outcomes in the community. Students will analyze data, identify at-risk populations, and develop a policy proposal addressing social determinants of health (SDOH). Additionally, they will demonstrate interprofessional collaboration, ethical considerations, and policymaker engagement through an (I) SBAR summary.

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Understanding Assignment Objectives

The primary objective of this assignment is to prepare students to lead advocacy efforts as advanced professional nurses. Key components include:

• Distinguishing Advocacy Roles: Comparing advocacy in a clinical setting versus a community health setting.
• Interprofessional Collaboration: Employing evidence-based strategies to collaborate within an Advocacy Action Team (AAT).
• Data Analysis: Identifying a pressing health issue affecting an at-risk population and evaluating existing policies.
• Policy Development: Proposing a policy change and addressing its ethical, social, and implementation challenges.
• Professional Communication: Articulating findings in a structured and persuasive manner.

The Student’s Role

Students will take on the role of an advanced professional nurse advocating for health policy change. They are expected to:

• Gather and Analyze Data: Use reliable sources to validate a health issue and assess its impact on an at-risk population.
• Develop a Policy Proposal: Address gaps in current policies and propose a solution that aligns with ethical standards and equitable healthcare distribution.
• Engage Policymakers: Identify key stakeholders and propose strategies to advance the policy initiative.
• Collaborate with Interprofessional Teams: Utilize evidence-based approaches to foster teamwork and ensure a comprehensive policy framework.

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Competencies Measured

This assignment assesses students on the following competencies:

• Practicing as an Advanced Nursing Professional – Developing lifelong learning strategies essential for nursing practice.
• Recommending Regulatory Policies – Advocating for legal and regulatory changes that enhance patient and community health outcomes.
• Impact of Interprofessional Team Roles – Evaluating team dynamics and their effects on healthcare delivery.
• Analyzing Data for Quality Improvement – Using healthcare data to guide evidence-based policy recommendations and improve health outcomes.

WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community Example

Advocating for Policy Change to Improve Health Outcomes in the Community

1. Introduction

Professional nurses play a pivotal role in shaping healthcare policies that enhance patient care and community health outcomes. As advanced professional nurses, their advocacy extends beyond individual patient interactions to influencing systemic changes that address broader public health concerns. This paper examines how advanced professional nurses advocate for at-risk populations, proposes an evidence-based policy change to improve health outcomes, and outlines strategies for effective policy advocacy.

1. Advocacy in Community vs. Clinical Practice Settings

Advanced professional nurses advocate differently in community settings compared to clinical practice.

1. Community Setting

Nurses in community settings focus on public health advocacy, addressing health disparities affecting at-risk populations.

They collaborate with policymakers, community organizations, and stakeholders to develop health programs and policies that enhance access to care.

Nurses use epidemiological data to identify risk factors, develop prevention strategies, and advocate for funding and legislative support to implement community-wide health initiatives (Chiu et al., 2021).

1. Clinical Practice Setting

Advocacy at the clinical level involves ensuring individual patients receive equitable care, access to treatments, and necessary resources.

Nurses advocate for patient rights, ethical care, and personalized interventions tailored to patient needs.

They act as liaisons between patients and healthcare providers, ensuring informed decision-making and adherence to best medical practices (Flaubert et al., 2021).

III. Interprofessional Collaboration Strategies

To promote interprofessional collaboration within an Advocacy Action Team (AAT), advanced professional nurses can utilize the following strategies:

Regular Interdisciplinary Meetings: These facilitate communication among diverse healthcare professionals, fostering a collaborative approach to policy development (Martin et al., 2021).

Utilization of Collaborative Technology: Shared digital platforms and electronic health records (EHR) enhance real-time data sharing, coordination, and seamless integration of care across disciplines.

1. Data Analysis of an At-Risk Population’s Health Issue

HIV among men who have sex with men (MSM) is a significant public health challenge in Miami-Dade County, Florida.

The county reports an HIV incidence rate of 28.4 per 100,000, surpassing the state average.

MSM account for 59% of new HIV cases due to high-risk behaviors influenced by socioeconomic and psychological factors (Gonzales-Zamora et al., 2022).

Key contributors include substance abuse, limited access to healthcare, and societal stigma.

1. Characteristics of the At-Risk Population

Substance Use and Risky Behavior: Many MSM engage in drug and alcohol use, which correlates with unsafe sexual practices and increased HIV transmission.

Social Stigma and Family Rejection: Many MSM experience familial estrangement, leading to decreased support networks and engagement in risky behaviors due to emotional distress.

1. Social Determinant of Health (SDOH) Analysis

Poverty is a primary SDOH predisposing MSM to HIV in Miami-Dade County:

Economic instability limits access to preventative services such as Pre-Exposure Prophylaxis (PrEP) and regular HIV testing.

Many low-income MSM lack health insurance, preventing consistent medical consultations.

Financial hardship contributes to housing instability, increasing susceptibility to high-risk behaviors (Gonzales-Zamora et al., 2022).

VII. Insufficiency of Current Policy

The Florida Medicaid program and existing state initiatives inadequately address poverty-related barriers to HIV prevention and care:

Medicaid covers some HIV treatment but does not provide comprehensive support for preventive measures like PrEP coverage, housing assistance, and mental health services.

Current policies do not address broader social determinants that perpetuate health disparities.

A lack of funding for targeted outreach programs limits awareness and engagement within at-risk populations.

VIII. Policy Proposal

A Comprehensive Income-Based HIV Prevention and Care Program is proposed to address these gaps:

Policy Components:

Expansion of Medicaid coverage to include PrEP and preventive healthcare.

Increased funding for community health programs focusing on culturally competent education.

Establishment of affordable housing initiatives for MSM at risk of homelessness.

Health Impact:

Higher PrEP uptake rates and reduced HIV incidence.

Improved health equity and access to services among low-income MSM.

Equity Considerations:

Culturally appropriate resources for Spanish-speaking and other minority groups.

Tailored outreach programs to increase awareness and accessibility.

Ethical Considerations:

Aligns with ANA Code of Ethics provisions on justice and equitable care.

Promotes advocacy for vulnerable populations.

Barriers to Implementation:

Financial constraints in securing funding.

Legislative resistance from policymakers hesitant to increase social program budgets.

1. Policymaker Identification and Rationale

Dr. Carina Black, Director of the Florida Department of Health

Influence in public health initiatives, resource allocation, and policymaking.

Experience in healthcare disparities makes her well-suited to champion HIV prevention policies.

1. Strategies to Strengthen Professional Practice as a Policy Advocate

Continuing Education on Health Policy: Staying updated on legislative changes and best advocacy practices through research and conferences.

Professional Networking: Engaging with professional organizations to amplify advocacy efforts and leverage resources.

1. (I) SBAR Summary

I – Identify:

HIV incidence among MSM in Miami-Dade County is disproportionately high due to socioeconomic factors.

S – Summary:

Current policies inadequately address social determinants contributing to HIV prevalence. Expanding Medicaid, increasing funding for community outreach, and establishing affordable housing programs are proposed solutions.

B – Background:

The county reports an HIV incidence of 28.4 per 100,000, with MSM disproportionately affected. Socioeconomic barriers limit access to preventive care.

A – Assessment:

A comprehensive program addressing financial, educational, and housing challenges is required to reduce HIV transmission and improve health outcomes.

R – Recommendation:

Policy adoption, increased funding, and collaboration with healthcare stakeholders are necessary to address this urgent public health issue.

XII. Conclusion

Advocacy by advanced professional nurses is essential in influencing health policy changes that address community health disparities. By leveraging data-driven insights, interprofessional collaboration, and policy engagement, nurses can lead transformative efforts to improve healthcare outcomes for at-risk populations.

References

Chiu, P., Cummings, G. G., Thorne, S., & Makaroff, K. S. (2021). Policy advocacy and nursing organizations: A scoping review. Policy, Politics, & Nursing Practice, 22(4), 276–296.

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). The role of nurses in improving health equity. National Academies Press (US).

Gonzales-Zamora, J. A., Ponce-Rosas, L., & Martinez, R. (2022). Determinants of public health and interventions to address HIV infection among MSM in Miami-Dade County, Florida, USA. Infezioni in Medicina, 30(3).

Martin, P., Pighills, A., Burge, V., Argus, G., & Sinclair, L. (2021). Promoting interprofessional education and collaborative practice in rural health settings. International Journal of Environmental Research and Public Health, 18(10), 5162.

Detailed Assessment Instructions for the WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community Assignment

Heat maps

AWM2 — AWM2 TASK 1: ADVOCATING FOR POLICY CHANGE TO IMPROVE HEALTH OUTCOMES IN THE COMMUNITY

ESSENTIALS OF ADVANCED NURSING ROLES & INTERPROFESSIONAL PRACTICE — D025 PRFA — AWM2

PREPARATION    TASK OVERVIEW              SUBMISSIONS    EVALUATION REPORT

 

COMPETENCIES

7063.1.1 : Practicing as an Advanced Nursing Professional

The learner recommends strategies for practicing lifelong learning skills to encourage the continuous improvement essential for practicing as an advanced nursing professional.

7063.1.2 : Recommend Regulatory Policies

The learner recommends legal and regulatory policies that advocate for improved health outcomes in patients and populations.

7063.1.3 : Impact of Interprofessional Team Roles

The learner analyzes the roles and interaction of interprofessional team members to assess the resulting impact on healthcare outcomes.

7063.1.4 : Analyze Data for Quality Improvement

The learner analyzes organizational performance data to guide recommendations for improving healthcare outcomes and disseminating results to a professional community.

INTRODUCTION

Professional nurses have the potential to influence health policy by using a collective voice for patient and healthcare advocacy. In this assessment, you will demonstrate competence as an advanced professional nurse leading an interprofessional advocacy action team (AAT) to advocate for population health policy change.

You will explore the role of the advanced professional nurse advocating for a policy proposal related to a current health issue for an at-risk population in your community. You will gather and analyze data to identify patients and populations at risk, recommend policy change to improve health outcomes in the community, and identify key stakeholders to serve on the AAT. You will also demonstrate the ability to identify and communicate effectively with essential policymakers to move the policy forward. Finally, you will create a summary of the policy proposal in (I)SBAR format (i.e., identify, summary, background, assessment, recommendation).

Before starting this task, you must have completed CAM2 Task 1 and the “CPE Record” associated with task.

 

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

1. Discuss two differences in how an advanced professional nurse advocates for an at-risk population in the community versus how an advanced professional nurse advocates for an individual patient in the clinical practice setting. Include scholarly source(s) as part of your response. Community Setting:

• Clinical Practice Setting:

1. Describe how the advanced professional nurse will apply two evidence-based strategies to promote interprofessional collaboration within an Advocacy Action Team (AAT). Include one scholarly source to support your description. https://www.ncbi.nlm.nih.gov/books/NBK195418/ consider the healthy people 2030 initiatives and healthcare indicators · Rural Health Information Hub
2. Analyze data that validates a health issue affecting an at-risk population in the county or state where you live or work. Include relevant source(s) as part of your response. · Ideas: · HIV? · MSM? · High risk pregnancies?
3. Describe two characteristics of the at-risk population identified in part C.
4. Analyze how a specific social determinant of health (SDOH) in the county or state is predisposing the at- risk population from part C to the health issue identified in part C.
5. Analyze how current policy is insufficient to address the SDOH identified in part E.

Note: Current policy may be a county ordinance, county or state regulation, state law, program, school curriculum, health initiative, etc.

1. Provide a policy proposal to address the SDOH identified in part E. Include scholarly source(s) to support your policy proposal as part of your response.
   1. Describe how the policy proposal could impact the health issue from part C.
   2. Discuss how the policy proposal will address diversity in the population to ensure equitable distribution of resources.
   3. Describe how the policy proposal upholds two provisions from the ANA Code of Ethics. Include

relevant source(s) as part of your response.

4. Describe two actual or potential barriers in your county or state that impede the implementation of the policy proposal.

 

1. Provide the name and title of one policymaker with authority to move the policy proposal forward.
   1. Provide the rationale for choosing the policymaker identified in part H.

 

1. Describe two strategies you will use as an advanced professional nurse to strengthen your professional practice as a policy advocate.
2. Create an (I)SBAR summary of the policy proposal using the attached “(I)SBAR Summary Template. Save and submit your (I)SBAR summary as a separate .pdf or .docx document.

Note: Refer to the article titled “Using SBAR to Communicate with Policymakers” found in Unit 3 of the Course of Study.

1. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
2. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A:ADVANCED PROFESSIONAL NURSE AS ADVOCATE

 

B:INTERPROFESSIONAL  COLLABORATION

 

C:DATA DRIVEN HEALTH ISSUE

 

D:CHARACTERISTICS OF AT-RISK POPULATION

 

E:SOCIAL DETERMINANT OF HEALTH (SDOH)

 

F:CURRENT POLICY

 

G:POLICY PROPOSAL

 

G1:HEALTH ISSUE IMPACT

 

G2:EQUITABLE DISTRIBUTION OF RESOURCES

 

 

G3:ETHICAL PROVISIONS

 

G4:BARRIERS

 

H:POLICY MAKER

 

H1:RATIONALE

 

 

I:STRATEGIC NEXT STEPS

 

J:POLICY SUMMARY

 

K:SOURCES

 

L:PROFESSIONAL  COMMUNICATION

WEB LINKS

Guide for the Policy Proposal – Pathway to Advocate for Change

SUPPORTING DOCUMENTS

(I)SBAR Summary Template.docx AWM2 Template.docx

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D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Paper Example

D024 NURS 5201 Professional Presence and Influence

D024 NURS 5201: Establishing Professional Presence to Promote a Healthy Work Environment Assignment Brief

Assignment Instructions Overview

This assignment focuses on developing a professional presence and fostering a positive work environment. Students will explore strategies to enhance workplace culture through mindfulness, communication, and leadership skills. A mind map, force field analysis, and reflection paper will be used to analyze workplace dynamics and propose evidence-based solutions.

Understanding Assignment Objectives

The objective of this assignment is to enable students to:

• Demonstrate professional presence by applying self-awareness principles.
• Develop mindfulness techniques to enhance workplace relationships.
• Recommend communication strategies that foster a culture of support and belonging.
• Apply improvement science to address workplace hostility and promote a positive environment.
• Implement academic writing principles to produce clear, evidence-based work.

The Student’s Role

Students are expected to engage in reflective analysis and apply critical thinking skills to workplace challenges. This involves:

• Creating a mind map identifying factors that influence workplace joy.
• Conducting a force field analysis to evaluate barriers and facilitators of a proposed workplace improvement.
• Writing a reflection paper discussing how emotional intelligence and professional presence can be leveraged to manage workplace challenges effectively.
• Integrating scholarly sources to support claims and ensure evidence-based conclusions.

Competencies Measured

This assignment evaluates five key competencies:

• Professional Presence – Demonstrating self-awareness and emotional intelligence in workplace interactions.
• Mindfulness Development – Implementing strategies to foster positive relationships and resilience in professional settings.
• Caring Communication Strategies – Recommending communication methods that enhance teamwork and collaboration.
• Joy in the Workplace – Using improvement science principles to mitigate hostility and promote a healthier work environment.
• Academic Writing – Producing structured, well-supported, and professionally written reflections using credible sources.

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D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Paper Example

Establishing Professional Presence to Promote a Healthy Work Environment

Introduction

A healthy work environment is essential for fostering professional growth, job satisfaction, and patient safety in healthcare settings. Establishing a professional presence involves leveraging social and emotional intelligence (SEI) power skills to navigate workplace challenges effectively. These power skills include self-awareness, self-management, interpersonal communication, executive function, and social awareness. By cultivating these competencies, healthcare professionals can create a more harmonious and productive work environment. Additionally, implementing strategies from the Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work can further enhance workplace satisfaction and team collaboration.

The Role of SEI Power Skills in Managing Workplace Challenges

Self-Awareness

Self-awareness is a foundational SEI skill that enables individuals to recognize their emotions, strengths, and areas for improvement. In nursing, self-awareness allows professionals to regulate their reactions to stress, conflicts, and workplace dynamics. According to Goleman (2020), self-aware individuals are better equipped to handle pressure, make ethical decisions, and maintain professionalism. For example, a nurse experiencing frustration due to heavy workload can use self-awareness to acknowledge the emotion and employ coping strategies, such as deep breathing or seeking support from colleagues. By fostering self-awareness, nurses can reduce burnout and contribute to a more stable work environment.

Self-Management

Self-management refers to the ability to control emotions, thoughts, and behaviors in a professional setting. In high-stress environments such as healthcare, self-management helps nurses remain composed and focused. Brown and Ryan (2021) suggest that mindfulness techniques, such as meditation and journaling, can enhance self-management by promoting emotional regulation. For instance, when dealing with a demanding patient or difficult coworker, a nurse who practices self-management can respond calmly rather than react impulsively. Implementing self-management strategies contributes to better conflict resolution and improved patient care.

Interpersonal Communication

Effective interpersonal communication is vital for collaboration and conflict resolution in healthcare settings. Active listening, empathy, and clear verbal and non-verbal communication enhance teamwork and patient safety. Research by Arnold and Boggs (2022) highlights that nurses who communicate effectively reduce misunderstandings and foster positive relationships with colleagues and patients. For example, using active listening techniques, such as paraphrasing and open-ended questions, can help de-escalate conflicts and ensure mutual understanding. Strong interpersonal communication skills enable nurses to navigate complex team dynamics with professionalism.

Executive Function

Executive function encompasses cognitive abilities such as problem-solving, decision-making, and adaptability. Nurses with strong executive function can assess situations, develop solutions, and implement effective strategies in the workplace. When faced with a workplace dispute, a nurse leader with high executive function can identify the root cause, mediate discussions, and propose solutions that benefit all parties involved. Executive function is crucial for maintaining a structured and efficient healthcare environment.

Social Awareness

Social awareness involves recognizing and understanding the emotions and perspectives of others. This skill fosters empathy, inclusivity, and cultural competence in diverse healthcare settings. According to Smith et al. (2023), social awareness enhances teamwork and reduces workplace conflicts. A socially aware nurse can identify signs of distress in colleagues and provide support, creating a more cohesive and compassionate work environment. This skill also helps in patient interactions, as understanding cultural differences can improve care delivery and patient satisfaction.

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Achieving Results Through SEI Power Skills

Professional Presence

Professional presence is demonstrated through confidence, competence, and ethical behavior. Self-awareness and interpersonal communication are essential for establishing professional presence. A nurse who understands personal strengths and limitations can present themselves with confidence and authenticity. Similarly, effective communication fosters credibility and trust within the healthcare team. By integrating these power skills, nurses enhance their professional identity and influence in the workplace.

Enhanced Mindfulness in Healthcare

Mindfulness promotes focus, stress reduction, and emotional stability in high-pressure environments. Self-management and social awareness play key roles in cultivating mindfulness. Nurses who practice self-management techniques, such as meditation and stress reduction exercises, can maintain emotional balance. Additionally, social awareness allows nurses to respond empathetically to colleagues and patients, fostering a more mindful and compassionate work culture.

Positive Social Presence

A positive social presence contributes to teamwork, morale, and workplace harmony. Executive function and interpersonal communication are crucial for achieving this presence. Nurses who engage in strategic problem-solving and effective communication build strong professional relationships. Encouraging open dialogue and collaborative decision-making helps create an inclusive and supportive work environment.

Creating a Culture of Joy

A culture of joy in the workplace enhances job satisfaction and patient outcomes. Self-awareness and self-management are key to achieving this goal. Nurses who recognize personal stressors and manage emotions effectively contribute to a more positive work atmosphere. Implementing gratitude practices, peer recognition programs, and team-building activities fosters a sense of fulfillment and joy among healthcare professionals.

Implementing Strategies from the IHI Framework for Improving Joy in Work

Step 1: Understanding Staff Needs

Identifying what matters most to healthcare staff is the foundation of a joyful work environment. Conducting surveys, hosting focus groups, and engaging in one-on-one discussions help leaders understand employee concerns and motivations. Addressing these needs leads to higher job satisfaction and reduced turnover rates (IHI, 2017). A strategy for this step is implementing regular feedback sessions where nurses can voice their challenges and receive support.

Step 2: Identifying Workplace Barriers

Recognizing impediments to joy, such as excessive workload, lack of recognition, and ineffective communication, allows organizations to implement targeted interventions. Introducing peer recognition programs and workload redistribution strategies can mitigate these challenges. Research by Maslach and Leiter (2021) emphasizes that workplace recognition significantly improves morale and engagement.

Step 3: Shared Responsibility for Workplace Well-being

A systems approach ensures that all healthcare team members share responsibility for fostering a positive work culture. Implementing mentorship programs, team-building exercises, and leadership development initiatives enhances collaboration and support. A strategy for this step is to establish interdisciplinary task forces that address workplace concerns and promote continuous improvement.

Step 4: Testing and Refining Improvement Strategies

Applying improvement science principles enables organizations to evaluate and refine workplace initiatives. Using the Plan-Do-Study-Act (PDSA) model, healthcare teams can assess the effectiveness of interventions and make necessary adjustments. Collecting and analyzing data on staff well-being, patient satisfaction, and team performance ensures continuous improvement in workplace culture.

Conclusion

Establishing professional presence and fostering a healthy work environment requires a commitment to social and emotional intelligence power skills. By integrating self-awareness, self-management, interpersonal communication, executive function, and social awareness, nurses can navigate workplace challenges effectively. Additionally, implementing strategies from the IHI Framework for Improving Joy in Work enhances job satisfaction, reduces burnout, and promotes a positive organizational culture. Prioritizing these approaches ensures a supportive and thriving healthcare workforce.

References

Arnold, E., & Boggs, K. (2022). Interpersonal relationships: Professional communication skills for nurses. Elsevier.

Brown, K. W., & Ryan, R. M. (2021). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.

Goleman, D. (2020). Emotional intelligence: Why it can matter more than IQ.

Bantam.Institute for Healthcare Improvement (IHI). (2017). Framework for improving joy in work. IHI White Paper.

Maslach, C., & Leiter, M. P. (2021). The burnout challenge: Managing people’s relationships with their jobs. Harvard University Press.

Smith, J., Johnson, L., & Turner, P. (2023). Emotional intelligence in healthcare: Enhancing teamwork and reducing conflicts. Nursing Leadership Quarterly, 36(2), 45-62.

Detailed Assessment Instructions for the D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Assignment

Heat maps

AIM2 — TASK 1: ESTABLISHING PROFESSIONAL PRESENCE TO PROMOTE A HEALTHY WORK ENVIRONMENT

PROFESSIONAL PRESENCE AND INFLUENCE — D024 PRFA — AIM2

Task Overview   Submissions        Evaluation Report

COMPETENCIES

7062.1.1 : Demonstrate Professional Presence

The learner promotes a healthy work environment by demonstrating a professional presence that includes self-awareness characteristics.

7062.1.2 : Develop Mindfulness

The learner develops solutions and strategies that build positive relationships and promote mindfulness in the workplace.

7062.1.3 : Recommend Caring Communication Strategies

The learner recommends social communication strategies and technologies to promote a sense of caring and belonging.

7062.1.4 : Promote Joy in the Workplace

The learner applies the principles of improvement science to solve the problem of hostility in the workplace and initiate organizational change designed to promote health and joy in the workplace.

7062.1.5 : Produce Academic Writing

The learner implements the principles of academic writing to produce clear, concise, and evidence-based written communications.

INTRODUCTION

In this assessment, you will demonstrate competence in developing professional presence, promoting mindfulness in healthcare, establishing a social presence, and building a culture of workplace joy in your professional practice. These concepts are at the forefront of the healthcare movement and are recognized as essential to all disciplines of care, including nursing.

First, you will complete a mind map and a force field analysis to develop strategies designed to promote joy in the workplace. Then, you will review the social and emotional intelligence power skills—self-awareness, self- management, interpersonal communication, executive function, and social awareness. You will discuss how these power skills can be used to handle difficult workplace situations and implement joy in the workplace.

You should reflect on how you can apply each power skill to address conflict and incivility in creating a culture of joy in work.

Finally, you will use your review and self-reflection of the social and emotional intelligence power skills to write a thoughtful reflection paper. The body of this paper should include what you learned from your reflection, mind map, and force field analysis.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Note: This task should be uploaded as a separate attachment or attachments and should not be included in the e-portfolio or submitted as a link.

1. Create a computer-generated mind map that identifies a main idea that contributes to or impedes joy in work and includes the following factors:
   • three individual factors
   • three team or department factors
   • three organizational factors

Note: This assessment requires you to submit an original computer-generated diagram. You may use the software program of your choice. Save and submit your mind map as a PDF or Word document (i.e., DOC or DOCX). Using another file type may cause the file to be too large to submit.

 Note: A “main idea” could be a concept, a strategy, or an idea.

1. Using the attached “Force Field Analysis Template,” complete a force field analysis that includes the following components:
   • one recommendation of a social communication strategy or technology strategy for implementing the “Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work” (see Supporting Documents) in the workplace
   • five facilitating forces for implementing the recommendation
   • five restraining forces against implementing the recommendation
   • one score for each of the ten identified forces
   • one “Facilitating Forces Total Score”
   • one “Restraining Forces Total Score”
   • one “Force Field Analysis Total Score”

Note: This assessment requires you to complete the force field analysis using the “Force Field Analysis Template” in the Supporting Documents section. Save and submit your force field analysis as a PDF or

Word document (i.e., DOC or DOCX). Using another file type may cause the file to be too large to submit.

1. Write a reflection paper (suggested length of 4-6 pages) discussing how to use social and emotional intelligence power skills to handle difficult workplace situations and implement joy in the workplace by doing the following:
2. Describe, using scholarly sources, how advanced professional nurses can manage difficult workplace situations by using each of the following social and emotional intelligence power skills:
   • self-awareness
   • self-management
   • interpersonal communication
   • executive function
   • social awareness
3. Describe how you, as an advanced professional nurse, would use two of the social and emotional intelligence power skills in the workplace to achieve each of the following results:
   • a professional presence
   • enhanced mindfulness in healthcare
   • a positive social presence to promote a sense of caring and belonging
   • a culture of joy to solve the problem of incivility in the workplace and initiate organizational change
4. Discuss how you, as an advanced professional nurse leader, would implement the four steps from the “IHI Framework for Improving Joy in Work” in the workplace, including one strategy for each of the four steps.

Note: Refer to the IHI Framework for Improving Joy in Work, pages 8-15 in the Supporting Documents.

4. Include three or more scholarly sources in your reflection paper.
5. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
6. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A:MIND MAP

 

B:FORCE FIELD ANALYSIS

 

C1:DIFFICULT WORKPLACE SITUATIONS

 

C2:POWER SKILLS

 

C3:FOUR STEPS

 

C4:SCHOLARLY SOURCES

 

D:SOURCES

 

E:PROFESSIONAL  COMMUNICATION

 

SUPPORTING DOCUMENTS

IHI Framework For Improving Joy In Work.pdf Force Field Analysis Template.docx

Reflection Paper Template.docx

Establishing Professional Presence to Promote a Healthy Work Environment

Reflection Paper

Author Name (First, Middle Initial, Last)

College of Health Professions, Western Governors University

D024: Professional Presence and Influence

Instructor Name

Date

Establishing Professional Presence to Promote a Healthy Work Environment

Using Each SEI Power Skill to ManageDifficult Workplace Situations

• Self-awareness
• Self-management
• Interpersonal Communication

Executive Function

Using Social Awareness

Using Power Skillsto Achieve Results

Achieving Professional Presence Using Two Power Skills

Achieving Enhanced Mindfulness in Healthcare Using Two Power Skills  

Achieving Positive Social Presence Using Two Power Skills

Achieving Culture of Joy Using Two Power Skills  

Implementing Strategies from the IHI Framework for ImprovingJoy in Work

Step 1: What Matters to Staff

Step 2: Unique Impediments to Joy

Step 3: Systems Approach with Shared Responsibility

Step 4: Improvement Science to Test Approaches

References

Force Field Analysis Template

In the table below, list your recommendation of a social communication strategy or technologystrategy for implementing the “Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work” in the workplace. Then, list five facilitating forces and five restraining forces for and against implementing this recommendation.

Using the following scale, score eachof your facilitating and restraining forcesfrom 1 to 5 according to the degree of influence each force would have on your recommendation:

• 1= very weak
• 2 = slightly weak
• 3 = neither weak nor strong
• 4 = slightly strong
• 5 = very strong

To calculate the “Facilitating Forces Total Score”,  add yourfive scores for thefacilitating forces and enter this number in the last row of the chart.

To calculate the “Restraining Forces Total Score”, add yourfive scores for the restraining forces and enter this number in the last row of the chart.

To calculate the “Force Field Analysis Total Score”, subtract the “Restraining Forces Total Score” from the “Facilitating Forces Total Score” and enter this number in the middle column of the last row of the chart. If the difference is positive, move forward with implementing the recommendation. If the difference is negative, reconsider implementing the recommendation.

Table 1: JOY IN THE WORKPLACE FORCE FIELD ANALYSIS

Facilitating Forces for Recommendation	Recommendation	Restraining Forces against Recommendation
Facilitating Forces Final Score:	Force Field Analysis Total Score:	Force Field Analysis Total Score:

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D219 NURS 3610 Scholarship in Nursing Practice Paper Guide Example

D219 NURS 3610 Scholarship in Nursing Practice

D219 NURS 3610 Scholarship in Nursing Practice Assignment Brief

1. Assignment Instructions Overview

This assignment requires students to critically appraise evidence-based literature and apply research findings to clinical practice. The focus is on evaluating a healthcare problem, formulating an evidence-based practice (EBP) question using the PICO framework, and reviewing both research-based and non-research-based literature to determine best practices.

2. Understanding Assignment Objectives

The primary objective of this assignment is to develop students’ ability to:

• Identify a relevant clinical practice problem and analyze its impact on patients and healthcare organizations.
• Construct a well-defined EBP question using the PICO framework.
• Critically appraise research-based and non-research-based articles using structured appraisal tools.
• Apply research findings to recommend evidence-based practice changes.
• Consider ethical implications in research and practice change implementation.
• Evaluate barriers to implementation and propose solutions.
• Communicate findings in a professional, structured format using APA citations.

3. The Student’s Role

Students are expected to engage in a rigorous literature review, critically appraise research evidence, and synthesize findings into a coherent practice recommendation. They should:

• Demonstrate critical thinking by assessing the quality and applicability of selected studies.
• Ensure ethical considerations are acknowledged in the research.
• Collaborate with key stakeholders in proposing a practice change.
• Provide well-supported recommendations backed by credible evidence.

4. Competencies Measured

This assignment assesses key competencies that are essential for nursing research and practice improvement:

• Foundations of Inquiry: Differentiating between quality improvement, evidence-based practice, and research.
• Literature Review and Analysis: Conducting a structured review and appraisal of scholarly articles.
• Ethics and Research: Understanding ethical considerations, including human subject protection and informed consent.
• Patient Outcomes: Comparing evidence-based standards with conventional practices to enhance patient care.

Data Collection, Analysis, and Documentation: Understanding data-driven decision-making in interprofessional healthcare settings.

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5. Assignment Components

A. CITI Certification

Students must submit proof of completion of Collaborative Institutional Training Initiative (CITI) certification.

B. Clinical Practice Problem & PICO Components

Students will identify a healthcare problem, analyze its impact, and construct a PICO-based EBP question.

PICO Breakdown:

P (Population): Define the target patient group.

I (Intervention): Specify the intervention or strategy being assessed.

C (Comparison): Identify the control or alternative intervention.

O (Outcome): Determine the expected improvement or change.

C. Research-Based Evidence Appraisal

Students will select a research-based article (published within the last five years) that addresses their EBP question. They will provide:

Background and purpose of the study.

Research methodology used.

Level of evidence (Johns Hopkins Nursing Evidence-Based Practice Model).

Data analysis summary.

Ethical considerations.

Quality rating of the study.

Results and conclusion, including relevance to the EBP question.

D. Non-Research-Based Evidence Appraisal

Students will select a non-research-based article that provides expert recommendations on the practice change. The appraisal includes:

Background and purpose of the article.

Type of evidence (clinical guideline, expert opinion, etc.).

Level of evidence and quality rating.

Contribution to answering the EBP question.

E. Practice Change Recommendation

Based on findings, students will recommend a practice change and discuss:

Stakeholder involvement (e.g., clinicians, administrators, infection control teams).

Potential barriers to implementation.

Strategies to overcome identified barriers.

Outcome measurement to assess effectiveness.

F. References & Citations

Students must adhere to APA formatting for in-text citations and the reference list.

G. Professional Communication

Submissions should be clear, well-organized, and free from grammatical errors, demonstrating professional academic writing skills.

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D219 NURS 3610 Scholarship in Nursing Practice Paper Guide Example

Scholarship in Nursing Practice Paper

Collaborative Institutional Training Initiative (CITI) Certification

[Attach a copy of the CITI certification as required.]

Clinical Practice Problem and PICO Components

Impact of Surgical Site Infections (SSI) on Patients and Organizations

Surgical site infections (SSI) are a significant complication that affects post-surgical patients, leading to extended hospital stays, increased medical costs, and higher morbidity rates. SSI occurs when harmful microorganisms infect the surgical site, affecting either the skin, soft tissues, or implanted materials. These infections can delay the healing process, require additional medical interventions, and significantly impact a patient’s recovery.

From an institutional perspective, SSIs contribute to higher operational costs, as affected patients often require prolonged hospitalization, additional antibiotic therapy, and sometimes secondary surgeries. Furthermore, healthcare institutions may face financial penalties due to hospital-acquired infection rates, affecting overall efficiency and profitability. Implementing evidence-based preventive strategies, such as preoperative decolonization with povidone-iodine nasal swabs, can play a vital role in reducing SSI incidence and improving patient outcomes.

PICO Components

P (Patient/Population): Surgical patients undergoing elective or emergency procedures.

I (Intervention): Preoperative decolonization using povidone-iodine nasal swabs.

C (Comparison): Patients who do not receive povidone-iodine nasal swabs before surgery.

O (Outcome): Reduction in surgical site infections.

Evidence-Based Practice (EBP) Question

For surgical patients undergoing surgery, does perioperative decolonization with nasal povidone-iodine swabs reduce surgical site infections compared to patients who do not undergo nasal decolonization?

Research-Based Evidence Appraisal

Selected Research-Based Article

Martin, V. T., et al. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor, 26, e927052.

1. Background and Purpose

The study by Martin et al. (2020) investigates the efficacy of preoperative nasal decolonization using povidone-iodine antiseptic in reducing SSIs. The primary aim is to assess whether preoperative antiseptic intervention can lower infection rates, particularly those caused by antibiotic-resistant bacteria such as Staphylococcus aureus.

2. Research Methodology

This research employs a systematic review approach, analyzing multiple studies that evaluate the effectiveness of povidone-iodine nasal decolonization in preventing SSIs. The review includes both retrospective and prospective cohort studies, ensuring a comprehensive evaluation of existing evidence.

3. Level of Evidence

Using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model, this research article is classified as Level I evidence since it synthesizes data from multiple randomized controlled trials (RCTs) and systematic reviews.

4. Data Analysis Summary

The study’s data analysis involved comparing SSI rates between surgical patients who underwent nasal povidone-iodine decolonization and those who did not. Statistical methods such as meta-analysis and relative risk calculations were utilized to quantify the impact of the intervention.

5. Ethical Considerations

Ethical considerations included obtaining informed consent for participation in individual studies and ensuring patient safety by evaluating adverse effects of povidone-iodine usage. Since this was a systematic review, the ethical focus remained on accurately synthesizing previous research while maintaining data integrity.

6. Quality Rating

According to the JHNEBP model, the quality rating of this study is high (A) due to its strong methodological rigor, comprehensive literature analysis, and clear recommendations for clinical practice.

7. Results and Conclusion

The study concludes that preoperative intranasal povidone-iodine decolonization significantly reduces SSIs, particularly infections caused by Staphylococcus aureus.

Relevance to the EBP Question

This article directly addresses the EBP question by providing evidence supporting the effectiveness of povidone-iodine nasal swabs in reducing SSIs, thereby justifying their integration into surgical infection prevention protocols.

Non-Research-Based Evidence Appraisal

Selected Non-Research-Based Article

Zhu, X., et al. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11.

1. Background and Purpose

This non-research-based article discusses clinical practice guidelines for SSI prevention and the role of nasal decolonization protocols. It provides recommendations based on expert opinions and previous clinical experiences.

2. Type of Evidence

The article presents a clinical practice guideline, summarizing best practices and recommendations for perioperative nasal decolonization.

3. Level of Evidence

Based on the JHNEBP model, this article is classified as Level IV evidence, as it is derived from expert consensus rather than experimental research.

4. Quality Rating

The article is rated moderate (B) in quality, as it synthesizes multiple expert opinions but lacks direct experimental validation.

5. Contribution to EBP Question

The article supports the use of povidone-iodine nasal swabs as part of a broader infection prevention strategy, reinforcing the findings of the research-based article.

Practice Change Recommendation

1. Recommended Practice Change

Based on the findings from both articles, it is recommended that preoperative nasal decolonization with povidone-iodine be integrated into standard pre-surgical protocols to reduce SSIs.

2. Key Stakeholders

• Surgeons: Will implement the decolonization protocol and assess its effectiveness.
• Infection Control Teams: Will monitor SSI rates and ensure compliance.
• Hospital Administrators: Will allocate resources and support policy adoption.

3. Potential Barrier

Resistance from surgical teams due to concerns about additional workload and procedural changes.

4. Overcoming the Barrier

Providing training sessions and demonstrating the cost-effectiveness and patient outcome benefits of the intervention can encourage adoption.

5. Outcome Measurement

A reduction in the rate of SSIs in surgical patients following the implementation of nasal decolonization protocols.

References

Martin, V. T., et al. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor, 26, e927052. https://doi.org/10.12659/MSM.927052

Zhu, X., et al. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11. https://doi.org/10.1186/s13018-020-01601-0

Detailed Assessment Instructions for the D219 NURS 3610 Scholarship in Nursing Practice Assignment

Description

COMPETENCIES

738.2.1 : Foundations of Inquiry

The learner differentiates between quality improvement processes, evidence-based practice, and research.

738.2.2 : Literature Review and Analysis

The learner demonstrates knowledge of the process and outcomes of conducting a literature review.

738.2.3 : Ethics and Research

The learner demonstrates an understanding of the ethics of nursing research particularly human subjects’ protections, informed consent, and alignment with patient and family values and preferences.

738.2.4 : Patient Outcomes

The learner discriminates between evidence-based standards of practice and conventional practices to improve patient outcomes.

738.2.5 : Data Collection, Analysis, and Documentation

The learner describes the process of data collection, analysis, and implementation of evidence that can improve clinical practice from an interprofessional perspective.

INTRODUCTION

Evidence-based literature comes from many sources. The discipline of nursing has an abundance of research data and resources to guide clinical decisions. Therefore, it is of pivotal importance to understand the basic tenets of critical appraisal of such evidence for its use in interprofessional healthcare practices.

In this task, you will identify a healthcare problem, develop an evidence-based practice (EBP) question, and review selected research-based and non-research-based evidence to find answers to that question.

Note that while you will be analyzing only one research-based and one non-research-based article in this task, an actual evidence-based practice change would require the support of many high-quality research studies.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

1.  Submit a copy of your Collaborative Institutional Training Initiative (CITI) certification in either a .jpeg, .png, .bmp, .gif, or .pdf file.

https://doi.org/10.12659/MSM.927052 https://doi.org/10.1186/s13018-020-01601-0 

1. Discuss the impact of the problem on the patient and organization

Surgical site infections (SSI) have been a serious problem that hinders the recovery process of surgical patients. It can involve the skin, soft tissues, or implanted materials in the body. Many different techniques have been utilized to reduce infections to postoperative patients. One method that has been discussed is the use of nasal Staphylococcus aureus screening and decolonization prior to surgery. To decolonize the nasal passages, povidone-iodine nasal swabs have been researched and used for potentially decreasing harmful bacteria including antibiotic resistant strains of bacteria. For the patients that are suffering from an SSI, this could potentially increase their hospital stay due to incisional complications. As for the healthcare system, surgical patients with an SSI could need a higher level of care and monitoring. This could result in more money spent on each individual patient and a financial loss to the healthcare institution. SSI is a complex issue that can potentially be avoided if proper measures are done preoperatively such as instituted it as core surgical site infection prevention strategy.

Identify the PICO components

P – Surgical patients

I – The use of Povidone-iodine nasal swab decolonization preoperatively

C – Patients not using Povidone-iodine nasal swabs prior to surgery

O – Decrease in surgical site infections

Evidence-Based Practice Question

For surgical patients having surgery, does perioperative decolonization with nasal povidone-iodine swabs reduce surgical site infections?

Discuss the impact of a clinical practice problem on the patient or patients and the organization it affects.

1. Identify each of the following PICO components of the clinical practice problem:

• P: patient, population, or problem
• I: intervention
• C: comparison
• O: outcome

2. Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part B and the PICO components identified in part B1.

Note: Refer to the “Appendix B: Question Development Tool” web link for information on the creation of an EBP question.

(START HERE)

C.Select a research-based article that answers your EBP question from part B2 to conduct an evidence appraisal.

Note: The article you select should not be more than five years old.

1. Discuss the background or introduction (i.e., the purpose) of the research-based article.
2. Describe the research methodology used in the research-based article.
3. Identify the level of evidence for the research-based article using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.

Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to level a research-based article.

4. Summarize how the researcher analyzed the data in the research-based article.
5. Summarize the ethical considerations of the research-based article. If none are present, explain why.
6. Identify the quality rating of the research-based article according to the JHNEBP model.

Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to establish the quality rating.

7. Analyze the results or conclusions of the research-based article.
8. Explain how the article helps answer your EBP question.
9. Select a non-research-based article from a peer-reviewed journal that helps to answer your EBP question from part B2 to conduct an evidence appraisal.

Note: The article you select should not be more than five years old.

1. Discuss the background or introduction (i.e., the purpose) of the non-research-based article.
2. Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline) used in the non-research-based article.
3. Identify the level of evidence in the non-research-based article using the JHNEBP model.

Note: Refer to the “Appendix F: Non-Research Evidence Appraisal Tool” web link for information on how to level the non-research-based article.

4. Identify the quality rating of the non-research-based article according to the JHNEBP model.
5. Discuss how the author’s recommendations in the non-research-based article help answer your EBP question.
6. Recommend a practice change that addresses your EBP question using both the research-based and non-research-based articles you selected for part C and part D.
7. Explain how you would involve three key stakeholders in supporting the practice change recommendation.
8. Discuss one specific barrier you may encounter when implementing the practice change recommendation.
9. Identify one strategy that could be used to overcome the barrier discussed in part E2.
10. Identify one outcome (the O component in PICO) from your EBP question that can be used to measure the recommended practice change.
11. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
12. Demonstrate professional communication in the content and presentation of your submission.

References

Martin, V. T., Abdullahi Abdi, M., Li, J., Li, D., Wang, Z., Zhang, X., Elodie, W. H., & Yu, B. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor?: International Medical Journal of Experimental and Clinical Research, 26, e927052. https://doi.org/10.12659/MSM.927052

Zhu, X., Sun, X., Zeng, Y., Feng, W., Li, J., Zeng, J., & Zeng, Y. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11. https://doi.org/10.1186/s13018-020-01601-0

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NRNP 6552 Common Gynecologic Conditions Case Study Discussion Example Part I & Part II Example

NRNP 6552 Week 4 Case Study Discussion: Common Gynecologic Conditions Part I & Part II

NRNP 6552 Common Gynecologic Conditions Case Study Discussion Example Part I & Part II Assignment Brief

Assignment Instructions Overview:

This assignment involves engaging with case studies to simulate realistic patient scenarios, enabling students to apply theoretical knowledge to practical situations. The focus is on interviewing, screening, diagnostic processes, and the development of tailored treatment and management plans for gynecologic conditions.

Students will select or develop case scenarios, critically analyze the cases, and present findings through a structured approach. Utilizing a Focused SOAP Note template, participants will systematically assess the patient, generate differential diagnoses, and recommend evidence-based interventions.

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Understanding Assignment Objectives:

The primary aim of this assignment is to:

• Enhance critical thinking and clinical reasoning skills.
• Foster the ability to integrate academic knowledge with clinical practice.
• Cultivate a systematic approach to patient care through structured documentation.
• Encourage evidence-based decision-making in the diagnosis and treatment of gynecologic conditions.

The Student’s Role:

Students will act as healthcare providers tasked with diagnosing and managing patient cases. This involves:

• Collecting and synthesizing subjective and objective patient data.
• Identifying key diagnostic tests and interpreting their significance.
• Developing a prioritized differential diagnosis list.
• Recommending appropriate treatments, interventions, and referrals.
• Considering social determinants of health (SDoH) and their impact on patient outcomes.

Competencies Measured:

This assignment evaluates:

• Clinical Decision-Making: The ability to identify and prioritize diagnostic and treatment options based on patient presentations.
• Analytical Thinking: Application of evidence-based resources to support clinical decisions.
• Communication Skills: Clear and concise presentation of findings through a structured SOAP note format.
• Interdisciplinary Collaboration: Identification of necessary referrals and patient education strategies to support comprehensive care.
• Cultural Competency: Sensitivity to sociocultural factors influencing patient care decisions.

 

You Can Also Check Other Related Assessments for the NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course:

NRNP 6552 Building a Health History Discussion Post Assignment Example

NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment Example

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment Example

NRNP 6552 Common Gynecologic Conditions Case Study Discussion Part I & Part II Example

Case Study Discussion: Common Gynecologic Conditions, Part I

Introduction

Case studies provide valuable insights into real-world clinical scenarios and allow for the application of critical thinking to patient care. This discussion involves Case 2, focusing on Susan Lang, a 24-year-old female presenting with postcoital bleeding and other symptoms suggestive of a sexually transmitted infection (STI) or other gynecological conditions. This case study evaluates subjective and objective findings, diagnostic tests, differential diagnoses, treatment plans, and collaborative care strategies.

Subjective Data

Susan Lang is a 24-year-old Caucasian female presenting for a routine visit but reports postcoital bleeding for six weeks and a sore throat lasting three weeks. She denies significant fever beyond two days managed with Tylenol. Relevant history includes:

• Menstrual History: Menarche at 13, regular cycles every 28-32 days, lasting 4-6 days with mild cramping managed by OTC Pamprin.
• Sexual History: Details regarding sexual partners, condom use, history of STIs, or high-risk behaviors were not documented but are critical to this case.
• Social History: Cigarette smoking (½ PPD since age 14), alcohol intake (6-8 hard liquor drinks on weekends), and marijuana use.
• Medical and Family History: No significant history reported.

Additional Questions:

• Sexual Practices: “How many sexual partners have you had in the past six months?” “Do you use condoms or other barrier methods?”
• Duration and Characteristics of Symptoms: “Have you noticed any changes in discharge, pain, or itching?” “Does the bleeding occur after every sexual encounter?”
• Sociocultural Considerations: “Do you have access to healthcare services?” “What are your thoughts or concerns about STIs?”

Objective Findings

Vital Signs:

• Temperature: 97.8°F
• Pulse: 68 bpm
• BP: 112/64 mmHg
• Height: 5’6″
• Weight: 118 lbs
• BMI: 19.04 (normal range)

Physical Exam:

• HEENT: Bilateral anterior cervical adenopathy, erythematous throat.
• Lungs and Cardiovascular: Normal findings.
• Abdomen: Non-tender, normal liver.
• Breasts: Fibrocystic changes, no masses or adenopathy.

Pelvic Exam:

• Vaginal discharge: Slight, frothy, yellow.
• Cervix: Friable with petechiae, no cervical motion tenderness.
• Uterus and adnexa: Normal.
• Neurological and Extremities: Unremarkable findings.

Diagnostic Tests and Rationale

1. Nucleic Acid Amplification Test (NAAT)

Rationale: Detects Chlamydia trachomatis and Neisseria gonorrhoeae, common causes of postcoital bleeding and friable cervix.

2. Wet Mount and KOH Test

Rationale: Evaluates for Trichomonas vaginalis (frothy yellow discharge) and other causes of vaginitis.

3. Pap Smear and HPV Testing

Rationale: Identifies cervical dysplasia or high-risk HPV strains linked to cervical cancer.

4. Rapid Plasma Reagin (RPR) Test

Rationale: Screens for syphilis, as STI testing is indicated.

5. HIV and Hepatitis Panel

Rationale: Assesses overall STI risk and comorbid conditions.

6. Throat Culture or NAAT

Rationale: Investigates pharyngeal gonococcal infection due to sore throat and high-risk behaviors.

Differential Diagnoses

Chlamydia Cervicitis

Rationale: Common cause of postcoital bleeding, friable cervix, and discharge. Supported by history and exam findings.

Trichomoniasis

Rationale: Frothy yellow discharge and cervical petechiae are hallmark findings.

Cervical Dysplasia/HPV-Related Changes

Rationale: Friable cervix and postcoital bleeding necessitate evaluation for precancerous lesions.

Gonococcal Infection

Rationale: Pharyngeal symptoms and cervicitis are consistent with gonorrhea.

Treatment Plan

Chlamydia Cervicitis

Medication: Azithromycin 1g orally in a single dose.

Rationale: First-line treatment per CDC guidelines.

Trichomoniasis

Medication: Metronidazole 2g orally in a single dose.

Rationale: Effective against Trichomonas vaginalis.

Cervical Dysplasia

Intervention: Follow-up colposcopy if Pap smear indicates abnormal cytology.

Rationale: Identifies and manages precancerous changes.

Supportive Care:

Throat Symptoms: Gargle with warm salt water and administer analgesics if needed.

Education: Abstain from sexual activity until treatment completion and partner notification.

Social Determinants of Health (SDoH)

1. Access to Healthcare

Ensure affordable STI testing and treatment.

2. Health Literacy

Provide culturally sensitive education on STIs, prevention, and risk reduction.

3. Behavioral Risk Factors

Address smoking, alcohol, and substance use through counseling or referral.

Collaborative Care and Patient Education

Partner Notification and Treatment:

Encourage patient to notify sexual partners to prevent reinfection.

Counseling Services:

Refer to mental health or addiction specialists for smoking and substance use.

Follow-Up Appointments:

Reassess symptoms and confirm treatment efficacy.

Preventive Care:

Recommend HPV vaccination if not previously administered.

Provide contraceptive counseling if needed.

Detailed Assessment Instructions for the NRNP 6552 Common Gynecologic Conditions Case Study Discussion Part I & Part II

Case Study Discussion: Common Gynecologic Conditions, Part 1

Description

Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.

For this Case Study Assignment, you will once again choose 1 of 4 case study scenarios and review the case study scenario to obtain information related to a gynecologic exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

Schuiling, K. D., & Likis, F. E. (2022). Gynecologic health care (4th ed.). Jones and Bartlett Learning.

Chapter 10, “Women’s Health After Bariatric Surgery” (pp. 165 – 171)

Curry, S. J., & U.S. Prevent Services Task Force. (2018). Screening for intimate partner violence, elder abuse, and abuse of vulnerable adults US preventive services task force final recommendation statement. JAMA, 320(16), 1678–1687. https://doi.org/10.1001/jama.2018.14741

Fanslow, J., Wise, M. R., & Marriott, J. (2019). Intimate partner violence and women’s reproductive health. Obstetrics, Gynaecology & Reproductive Medicine, 29(12), 342–350. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.ogrm.2019.09.003

Lockwood, C. J. (2019). Key points for today’s ‘well-woman’ exam: A guide for ob/gynsContemporary OB/GYN, 64(1), 23–29. https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=134229869&site=ehost-live&scope=site&authtype=shib&custid=s6527200

Case # (1, 2, 3 or 4) and Description of the Case Chosen:

• Case 1:  Cindy
• Case 2:  Maxine
• Case 3:  Lucy
• Case 4:  Nadine

Outline Subjective data.   Identify data provided in your chosen case and any additional data needed.	Outline Objective findings.   Identify findings provided in your chosen case and any additional data needed.	Identify diagnostic tests, procedures, laboratory work indicated.   Describe the rationalefor each test or intervention with supporting references.	Distinguish at least three differential diagnoses.   Describethe rationales for your choice of each diagnosis with supporting references.	Identify appropriate medications, treatments or other interventions associated with each differential diagnosis.   Describe rationales and supporting references for each.	Explain key Social Determinants of Heath (SDoH) for your chosen case.	Describe collaborative care referrals and patient education needs for your chosen case.   Describe rationales and supporting references for each.

 

Case Study Discussion: Common Gynecologic Conditions, Part 2

Description

Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, diagnostic approaches, as well as to the development of treatment plans.

Photo Credit: Erica Smit / Adobe Stock

For this Case Study Discussion, you will develop a case study that demonstrates a gynecological disease process from your practicum experience or your professional practice that would be quite challenging for you as a clinician. You will then explore this case study to determine the diagnosis, diagnostic tests, and treatment options for the patient.

To prepare:

• Consider a case study related to a patient that demonstrates a gynecological disease process in your practicum experience or professional practice that would be your biggest challenge as a clinician. Note: Possibly use your “FNP or AGPCNP Skills and Procedures Self-Assessment” in your practicum experience to guide your case study selection.
• Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your proposed case study.
• Use the Focused SOAP Note Template found in the Learning Resources to support your discussion. Complete a Focused SOAP note and critically analyze this and focus your attention on the diagnostic tests. 

By Day 3

Based on your case study, post the following:

• POST A Focused SOAP NOTE only and describe your case study.  
• Provide a differential diagnosis (dx) with a minimum of 3 possible conditions or diseases.
• Define what you believe is the most important diagnosis. Be sure to include the priority in conducting your assessment.
• Explain which diagnostic tests and treatment options you would recommend for your patient and explain your reasoning.
• Also, share with your colleagues your experiences as well as what you learned from these experiences.

Use your Learning Resources and/or evidence from the literature to support your thinking and perspectives.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of tests or treatment options that your colleagues suggested and why. Use your learning resources and/or evidence from the literature to support your position.

 

Description

Case Study 2

Case Study: STI Investigation

Susan Lang is a 24-year-old Caucasian female presenting to the clinic for regular care. She works full-time as an administrative assistant, and relates she loves her job. She has no medical or surgical history, takes no medication, and has no allergies. Family history is non-contributary. Social history is remarkable for cigarette smoking at a rate of ½ packs per day (PPD) since age 14, / ETOH only on weekends, 6-8 hard liquor/ daily, and marijuana smoking. Gyn history is onset of menses age 13, menses every 28-32 days, lasting 4-6 day and using 3 tampons daily. She has some cramping during her menses for which she takes otc Pamprin. She jogs 3-4 times a week, wears seatbelts when in the car, and “occasionally” uses sunscreen. Susan relates she has been having some postcoital bleeding for the past 6 weeks and has had a sore throat for past 3 weeks. She did have a fever for a day or two, but Tylenol took care of it and she thought it was allergies. 

Susan’s vital signs are taken and were temperature 97.8, pulse 68, BP 112/64, height 5’6” and weight 118 lbs. (which was the same as last year). BMI 19.04 

HEENT: WNL except some anterior cervical adenopathy bilaterally, and throat appears reddened. 

Lung: clear to auscultation 

CV:  regular sinus rhythms without murmur or gallop 

• Abd:  soft, non-tender, liver normal,  

Breasts:  fibrocystic changes bilaterally, no masses, dimpling, redness or discharge, no adenopathy, and bilateral nipple piercings. 

VVBSU: wnl, slight frothy yellow discharge by cervix, clitoral piercing noted 

• Cervix:  friable, some petechia no cervical motion tenderness. 

Uterus: mid mobile, non-tender 

Adnexa: without masses or tenderness 

• Perineum: wnl 

Rectum: wnl 

Extremities:  full rom, skin clear, no edema, reflexes 1+. 

• Neurological:  CN II-12 grossly intact. Case Study Discussion: Common Gynecologic Conditions, Part 1

Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.

Photo Credit: Teodor Lazarev / Adobe Stock

• For this Case Study Discussion, you will once again review a case study scenario to obtain information related to a comprehensive well-woman exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

• Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your assigned case study.

Use the Focused SOAP Note Template found in the Learning Resources to support your Discussion. Complete a FOCUSED SOAP note and critically analyze this and focus your attention on the diagnostic tests. Please post your FOCUSED SOAP note. This information will help you develop your differential diagnosis and additional questions

By Day 3

• Please POST your FOCUSED SOAP NOTE and post your primary diagnosis. Include the additional questions you would ask the patient and explain your reasons for asking the additional questions. Then, explain the types of symptoms you would ask. Be specific and provide examples. (Note: When asking questions, consider sociocultural factors that might influence your question decisions.)

Based on the preemptive diagnosis, explain which treatment options and diagnostic tests you might recommend. Use your Learning Resources and/or evidence from the literature to support your recommendations.

Read a selection of your colleagues’ responses.

• By Day 6

Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of diagnostic tests you would recommend and explain your reasoning. Use your Learning Resources and/or evidence from the literature to support your position.

Learning Resources

• Required Readings (click to expand/reduce)

Schuiling, K. D., & Likis, F. E. (2022). Gynecologic health care (4th ed.). Jones and Bartlett Learning. Chapter 17, “Breast Conditions” (pp. 337-349)
Chapter 18, “Alterations in Sexual Function” (pp. 353-364)
Chapter 20, “Infertility” (pp. 383-398)
Chapter 21, “Gynecologic Infections” (pp. 401-432)
Chapter 22, “Sexually Transmitted Infections” (pp. 437-466)

Reproductive Health Access Project (2020). Your birth control choices. https://www.reproductiveaccess.org/wp-content/uplo…

• Office of Women’s Health: Womenshealth.gov. (2017). Birth control methods. https://www.womenshealth.gov/a-z-topics/birth-cont…

Clinical Guideline Resources 

As you review the following resources, you may want to include a topic in the search area to gather detailed information (e.g., breast cancer screening guidelines; for CDC – zika in pregnancy).

• American Cancer Society, Inc. (ACS). (2020). Information and Resources about for Cancer: Breast, Colon, Lung, Prostate, Skin. https://www.cancer.org/

American College of Obstetricians and Gynecologists (ACOG). (2020).  https://www.acog.org/ 

American Nurses Association (ANA). (n.d.). Lead the profession to shape the future of nursing and health care. https://www.nursingworld.org/ 

• Centers for Disease Control and Prevention. (CDC). (n.d.). https://www.cdc.gov/ 

HealthyPeople 2030. (2020). Healthy People 2030 Framework.  https://www.healthypeople.gov/2020/About-Healthy-P…

The American Association of Nurse Practitioners (AANP). (2020). https://www.aanp.org/

POST

Case Study Discussion: Common Gynecologic Conditions, Part 1Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.Photo Credit: Teodor Lazarev / Adobe StockFor this Case Study Discussion, you will once again review a case study scenario to obtain information related to a comprehensive well-woman exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.To prepare:By Day 1 of this week, you will be assigned to a specific case study scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your assigned case study.Use the Focused SOAP Note Template found in the Learning Resources to support your Discussion. Complete a FOCUSED SOAP note and critically analyze this and focus your attention on the diagnostic tests. Please post your FOCUSED SOAP note. This information will help you develop your differential diagnosis and additional questionsBY DAY 3Please POST your FOCUSED SOAP NOTE and post your primary diagnosis. Include the additional questions you would ask the patient and explain your reasons for asking the additional questions. Then, explain the types of symptoms you would ask. Be specific and provide examples. (Note: When asking questions, consider sociocultural factors that might influence your question decisions.)Based on the preemptive diagnosis, explain which treatment options and diagnostic tests you might recommend. Use your Learning Resources and/or evidence from the literature to support your recommendations.Read a selection of your colleagues’ responses.BY DAY 6Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of diagnostic tests you would recommend and explain your reasoning. Use your Learning Resources and/or evidence from the literature to support your position.Case Study 2Case Study: STI InvestigationSusan Lang is a 24-year-old Caucasian female presenting to the clinic for regular care. She works full-time as an administrative assistant, and relates she loves her job. She has no medical or surgical history, takes no medication, and has no allergies. Family history is non-contributary. Social history is remarkable for cigarette smoking at a rate of ½ packs per day (PPD) since age 14, / ETOH only on weekends, 6-8 hard liquor/ daily, and marijuana smoking. Gyn history is onset of menses age 13, menses every 28-32 days, lasting 4-6 day and using 3 tampons daily. She has some cramping during her menses for which she takes otc Pamprin. She jogs 3-4 times a week, wears seatbelts when in the car, and “occasionally” uses sunscreen. Susan relates she has been having some postcoital bleeding for the past 6 weeks and has had a sore throat for past 3 weeks. She did have a fever for a day or two, but Tylenol took care of it and she thought it was allergies.Susan’s vital signs are taken and were temperature 97.8, pulse 68, BP 112/64, height 5’6” and weight 118 lbs. (which was the same as last year). BMI 19.04HEENT: WNL except some anterior cervical adenopathy bilaterally, and throat appears reddened.Lung: clear to auscultationCV: regular sinus rhythms without murmur or gallopAbd: soft, non-tender, liver normal,Breasts: fibrocystic changes bilaterally, no masses, dimpling, redness or discharge, no adenopathy, and bilateral nipple piercings.VVBSU: wnl, slight frothy yellow discharge by cervix, clitoral piercing notedCervix: friable, some petechia no cervical motion tenderness.Uterus: mid mobile, non-tenderAdnexa: without masses or tendernessPerineum: wnlRectum: wnlExtremities: full rom, skin clear, no edema, reflexes 1+.Neurological: CN II-12 grossly intact.

Rubric Detail

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Name: NRNP_6552_Week5_Case_Study_Discussion_Rubric

• Grid View
• List View

Show Descriptions

Main Posting:
Response to the case study discussion questions includes appropriate diagnoses with explanations of appropriate diagnostic tests and treatment options as directed, is based on evidence-based research where appropriate, and is incorporates syntheses representative of knowledge gained from the course readings for the module and current credible sources.–

Excellent
Point range: 90–100

 40 (40%) – 44 (44%)

Thoroughly responds to the discussion question(s).

Post includes approprite diagnoses including explanations of appropriate diagnostic tests and treatment options.

Incorporates syntheses representative of knowledge gained from the course readings for the module and current credible sources, with no less than 75% of post the post having exceptional depth and breadth.

Supported by at least 3 current credible sources.

Good
Point range: 80–89

 35 (35%) – 39 (39%)

Responds to most of the discussion question(s)

Post includes approprite diagnoses with explanations of appropriate diagnostic tests and treatment options.

Somewhat incorporates syntheses representative of knowledge gained from the course readings for the module and current credible sources with no less than 50% of the post having exceptional depth and breadth.

Supported by at least 3 credible references.

Fair
Point range: 70–79

 31 (31%) – 34 (34%)

Responds to some of the discussion question(s).

Post contains incomplete or vague diagnoses or explanations of appropriate diagnostic tests and treatment options.

Is somewhat lacking in synthesis of knowledge gained from the course readings for the module and current credible sources.

Post is cited with fewer than 2 credible references.

Poor
Point range: 0–69

 0 (0%) – 30 (30%)

Does not respond to the discussion question(s).

Post contains incomplete diagnoses or explanations of appropriate diagnostic tests and treatment options, or diagnoses and/or explanations are missing.

Lacks synthesis gained from the course readings for the module and current credible sources.

Contains only 1 or no credible references.

Main Posting:

Writing–

Excellent
Point range: 90–100

 6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Further adheres to current APA manual writing rules and style.

Good
Point range: 80–89

 5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

Fair
Point range: 70–79

 4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Poor
Point range: 0–69

 0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation–

Excellent
Point range: 90–100

 9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main discussion by due date.

Good
Point range: 80–89

 8 (8%) – 8 (8%)

Posts main discussion by due date.

Meets requirements for full participation.

Fair
Point range: 70–79

 7 (7%) – 7 (7%)

Posts main discussion by due date.

Poor
Point range: 0–69

 0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.–

Excellent
Point range: 90–100

 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

Good
Point range: 80–89

 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

Fair
Point range: 70–79

 7 (7%) – 7 (7%)

Response is on topic, may have some depth.

Poor
Point range: 0–69

 0 (0%) – 6 (6%)

Response may not be on topic, lacks depth.

First Response:
Writing–

Excellent
Point range: 90–100

 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.

Good
Point range: 80–89

 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.

Fair
Point range: 70–79

 4 (4%) – 4 (4%)

Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

Poor
Point range: 0–69

 0 (0%) – 3 (3%)

Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:
Timely and full participation–

Excellent
Point range: 90–100

 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

Good
Point range: 80–89

 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

Fair
Point range: 70–79

 3 (3%) – 3 (3%)

Posts by due date.

Poor
Point range: 0–69

 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.–

Excellent
Point range: 90–100

 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

Good
Point range: 80–89

 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

Fair
Point range: 70–79

 7 (7%) – 7 (7%)

Response is on topic, may have some depth.

Poor
Point range: 0–69

 0 (0%) – 6 (6%)

Response may not be on topic, lacks depth.

Second Response:
Writing–

Excellent
Point range: 90–100

 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.

Good
Point range: 80–89

 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.

Fair
Point range: 70–79

 4 (4%) – 4 (4%)

Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

Poor
Point range: 0–69

 0 (0%) – 3 (3%)

Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation–

Excellent
Point range: 90–100

 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

Good
Point range: 80–89

 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

Fair
Point range: 70–79

 3 (3%) – 3 (3%)

Posts by due date.

Poor
Point range: 0–69

 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

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