Patient Family Education Communication Improvements

Question Description
Use a provided template to develop a 2-4 page submission in which you research and define a patient, family, or population health problem relevant to personal practice.

Important: Complete this assessment first and complete all other assessments in the order they are presented.

In this assessment, you will lay the foundation for the work that will carry through your capstone experience and guide the practice hours to complete the work in this course. The purpose of this assessment is to allow you to define a patient, family, or population health problem that is relevant to your personal practice and to begin building a body of evidence that will inform your approach to your practice hours, the intervention you design, and the professional product you will deliver.Patient Family Education Communication Improvements

DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Define a patient, family, or population health problem that is relevant to personal practice.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Analyze evidence from the literature and professional sources to define and guide nursing actions related to a health problem.
Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
Propose strategies to improve patient or population outcomes related to a health problem.
Competency 8: Integrate professional standards and values into practice.
Reflect on state board nursing practice standards relevant to a selected health problem.
Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style.
Important: Complete this assessment first and complete all other assessments in the order they are presented.

PROFESSIONAL CONTEXT
Nurses are leaders in problem identification and solution, planning and implementing patient care strategies to address problems in the home, hospital, and community. This assessment will help you develop a problem statement for a patient, family, or population health concern.

INSTRUCTIONS
Throughout this capstone course, you will be investigating a patient, family, or population health problem relevant to your practice. For this assessment, you will identify the problem that you will address throughout your clinical practicum in this course, as well as begin to establish your evidence and research base to plan, implement, and share findings related to your project. The Problem Identification Template [DOC] will guide you through development of a problem statement, evidence collection and analysis, and best practices to help you create your implementation plan for the second assessment in this course.

Your submission for this assessment will be the completed template. When working through the template, you may use the resources provided in this course; however, most of your research and search for evidence will be conducted by you. Use the Capella University Library, professional organization and government resources, and relevant organizational best practices as sources of evidence. This is the capstone course for your BSN degree; your goal is to demonstrate your achievement of the program outcomes through your work on this project.Patient Family Education Communication Improvements

The following are some health issues that would be appropriate for your project:

Diabetes self-management.
Hypertension management and prevention.
Medication reconciliation within a family or group.
Parkinson’s disease support group.
Patient family education communication improvements.
Postoperative home care.
This list is by no means exhaustive. You should choose a patient, family, or population health issue that is relevant to your practice and organization; you must be able to study the problem in your practicum effectively.

You must complete this assessment first. This assessment is your opportunity to plan your practicum and to establish a collaborative oversight process with your course faculty. You must not begin any direct clinical activities or submit any other assessment until Assessment 1 is completed and assessed by faculty. Any other course assessments will be returned with no feedback until Assessment 1 is complete.

So please remember: Assessment 1 needs to be reviewed and approved by your faculty. Assessments 2, 3, 4, and 5 should not be submitted until you have received feedback on Assessment 1.

SCORING GUIDE CRITERIA
Your submission will be assessed based on the following criteria:

Define a patient, family, or population health problem that is relevant to personal practice.
Analyze evidence from the literature and professional sources to define and guide nursing actions related to a health problem.
Propose strategies to improve patient or population outcomes related to a health problem.
Reflect on state board nursing practice standards relevant to a selected health problem.
Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style.
Please identify your relationship to the patient (friend and family) and how you made contact with the individual. Remember to only use the individual’s initials in your assessment to protect privacy.

CORE ELMS
Completion of this course requires a remote rather than a face-to-face clinical practicum. You are required to log your time in the CORE ELMS system just as you have for past courses with clinical interaction. The CORE ELMS link is located in the left-hand navigation pane.

ADDITIONAL REQUIREMENTS
Length of submission: Use the provided template. Most submissions will be 2 to 4 pages. You do not need to include a title page. Be sure to complete the reference page at the end of the template.
Number of references: Cite a minimum of 5 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
APA formatting: Make sure that in-text citations and reference list follow current APA style.
Portfolio Prompt: Remember to save the assessment to your ePortfolio. After you complete your program you may want to consider leveraging your Portfolio as part of a job search or other demonstration of your academic competencies.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.Patient Family Education Communication Improvements

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.