financial projection (revenues, expenses, and profit) which analyzes the efficiency in the

Email Assignment
Using the template in “How to Write an Effective Email to Your Professor,” write an email (in a word document) to me, your instructor. In the email, you must include two purposes of ENGL099L. Then you may ask a question about the course that is not in the syllabus, or you could also ask for a favor, such as a due date extension. 
Read all of the notes in “How to Write an Effective Email to Your Professor” and “10 Elements of an Effective, Non-Annoying Email” before you get started! 
Once you write the email save it, hit submit under this assignment,  upload the assignment and make sure you get confirmation that it submitted. You will need to spend some time revising and editing to catch any little mistakes. 
Let me know if you have any questions! 
Discussion, “First Bath” 
 
Pre-reading: 
1. Based on the title, what did you expect the essay to be about?  Why do you think Lea chose this title?
Reading: 
2. What is the essay’s dominant impression?  In other words, how would you describe the tone or feeling of the essay?  
Re-reading: 
3. Why do you think Lea might have written this essay? (4-6 sentences)
 
4.  Is it an objective description of her husband’s body after surgery?  (What does 
objective mean? What is the difference between 
objective and 
subjective?) Explain. 

 
 
5. Lea uses some really interesting descriptive language.  Let’s take a look at a few instances: 
 a. What does “pallor” mean? (par. 4)
 b. What is “the light of the new moon?” (par. 3)
 c. Lea describes the smell of chemotherapy as “the smell of ice on steel.”  What does this mean?
 d. What is an umbilicus? (par. 4)  Why include that particular image?
 e. Now, look back at all of these images.  What does Lea achieve by using such specific, creative language?  Why not just say “his skin was pale” or “his fingers were dark?” 
 
6.  After reading this essay, what do you think could be some reasons why we write for description?  (4-6 sentences)
Read and discuss, “Fish Cheeks” by Amy Tan
DIRECTIONS: After you read the chapter on narrative, answer the following discussion questions on the essay by Amy Tan, “Fish Cheeks.” You can refer back to the essay 
here. 

Be sure to answer all questions fully and in complete sentences. If it makes it easier, feel free to copy and paste the questions into your REPLY textbox. 

Questions for Discussion

1. What point of view does Amy Tan use in “Fish Cheeks?” (First person, second person, or third person?) 
2. Who are the characters in the narrative?
3. Where does Amy Tan use transitions? Give examples. 
4. What is the main conflict in the narrative? How is it resolved?
5. What is the theme of “Fish Cheeks”?
6. What are three examples of description from this narrative?
7. This an example of a story told about a holiday gathering. Many of our own stories likely revolve around holiday gatherings with family or friends. In a short paragraph (minimum 12 sentences), briefly tell the story of a memorable holiday gathering. 

Professional Writing Example

“Fish Cheeks” by Amy Tan is an example of a well-written personal narrative. As you read the following narrative, try to determine the narrative’s point of view, plot, characters, transitions, conflict, and theme. See if you can identify areas where the author has included descriptive details.
Fish Cheeks
I fell in love with the minister’s son the winter I turned fourteen. He was not Chinese, but as white as Mary in the manger. For Christmas I prayed for this blond-haired boy, Robert, and a slim new American nose.
When I found out that my parents had invited the minister’s family over for Christmas Eve dinner, I cried. What would Robert think of our shabby Chinese Christmas? What would he think of our noisy Chinese relatives who lacked proper American manners? What terrible disappointment would he feel upon seeing not a roasted turkey and sweet potatoes but Chinese food?
On Christmas Eve I saw that my mother had outdone herself in creating a strange menu. She was pulling black veins out of the backs of fleshy prawns. The kitchen was littered with appalling mounds of raw food: A slimy rock cod with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu, which looked like stacked wedges of rubbery white sponges. A bowl soaking dried fungus back to life. A plate of squid, their backs crisscrossed with knife markings so they resembled bicycle tires.
And then they arrived – the minister’s family and all my relatives in a clamor of doorbells and rumpled Christmas packages. Robert grunted hello, and I pretended he was not worthy of existence.
Dinner threw me deeper into despair. My relatives licked the ends of their chopsticks and reached across the table, dipping them into the dozen or so plates of food. Robert and his family waited patiently for platters to be passed to them. My relatives murmured with pleasure when my mother brought out the whole steamed fish. Robert grimaced. Then my father poked his chopsticks just below the fish eye and plucked out the soft meat. “Amy, your favorite,” he said, offering me the tender fish cheek. I wanted to disappear.
At the end of the meal my father leaned back and belched loudly, thanking my mother for her fine cooking. “It’s a polite Chinese custom to show you are satisfied,” explained my father to our astonished guests. Robert was looking down at his plate with a reddened face. The minister managed to muster up a quiet burp. I was stunned into silence for the rest of the night.
After everyone had gone, my mother said to me, “You want to be the same as American girls on the outside.” She handed me an early gift. It was a miniskirt in beige tweed. “But inside you must always be Chinese. You must be proud you are different. Your only shame is to have shame.”
And even though I didn’t agree with her then, I knew that she understood how much I had suffered during the evening’s dinner. It wasn’t until many years later – long after I had gotten over my crush on Robert – that I was able to fully appreciate her lesson and the true purpose behind our particular menu. For Christmas Eve that year, she had chosen all my favorite foods.
Questions for Discussion
1. What point of view does Amy Tan use in “Fish Cheeks?”
2. Who are the characters in the narrative?
3. Where does Amy Tan use transitions?
4. What is the main conflict in the narrative? How is it resolved?
5. What is the theme of “Fish Cheeks”?
6. What are three examples of description from this narrative?

supply of health services.

Running head: NEUROBIOLOGY OF OCD 1
NEUROBIOLOGY OF OCD 2

Neurobiological Substrates of Obsessive-Compulsive Disorder

Your Name
Department of Psychology, Liberty University
Neurobiological Substrates of Obsessive-Compulsive Disorder

I. Introduction
A. Identify the purpose of your paper
B. Summarize your (at least 3) main points
C. Describe why your paper is interesting/useful/meaningful to your target audience (i.e., other experts in the field)
D. Present your thesis statement
II. Body (a.k.a. Argument)
A. State Main Point #1 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
B. State Main Point #2 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
C. State Main Point # 3 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
D. Continue as above until you have covered all of the Main Points in your argument.
III. Conclusion
A. Restate Thesis (in slightly different words to remain interesting)
B. Summarize Your Main Points (also in slightly different words…)
C. Discuss Implications for a Christian Worldview
1. Discuss the relationship among the causes of the disease/disorder, original sin, and living in a fallen world. Use a relevant scriptural citation to support your rationale.
2. Discuss whether or not neuropsychological assessment is a Biblically-supported practice that Christian professionals can use to serve others. Use a relevant scriptural citation to support your rationale.
3. Discuss whether or not the typical methods used to treat the disease/disorder are consistent with a Christian worldview. Use a relevant scriptural citation to support your rationale.

References

Baxter, L.R., Schwartz, J.M., Mazziotta, J.C.; Phelps, M.E., Pahl, J.J., Guze, B.H. & Fairbanks, L. (1998). Cerebral glucose metabolic rates in nondepressed patients with obsessive–compulsive disorder.
American Journal of Psychiatry,
145, 1560–1563. https://doi.org/10.1001/archpsyc.1990.01810210048007

Baxter, L.R., Schwartz, J.M.; Bergman, K.S., & Szuba, M.P. (1992). Caudate glucose metabolic rate changes with both drug and behavior therapy for obsessive–compulsive disorder.
American Journal of Psychiatry,
49(9). 1559–1563. https://doi.org/10.1016/S0925-4927(99)0051-7

Busatto, G.F., Zamignani, D.R., Buchpiguel, C.A., Garrido, G.E.J., Glabus, M.F., Rocha, E.T., Maia, A.F., Rasario-Campos, M.C., Castro, C.C., Furuie, S.S., Gutierrez, M.A., McGuire, P.K., & Miguel, E.C. (2000). A voxel-based investigation of regional cerebral blood flow abnormalities in obsessive–compulsive disorder using single photon emission computed tomography (SPECT).
Psychiatry Research: Neuroimaging,
99(1), 15–27. https://doi.org/10.1016/S0925-4927(00)00050-0

Ebert, D., Speck, O., Konig, A., Berger, M., Hennig, J., & Hohagen, F. (1997). 1H-magnetic resonance spectroscopy in obsessive–compulsive disorder: evidence for neuronal loss in the cingulate gyrus and the right striatum.
Psychiatry Research: Neuroimaging,
74, 173–176. https://doi.org/10.1016/S0925-4927(97)00016-4

Hansen, E.S., Hasselbalch, S., Law, I., & Bolwig, T.G. (2002). The caudate nucleus in obsessive–compulsive disorder. Reduced metabolism following treatment with paroxetine: a PET study.
International Journal of Neuropsychopharmacology,
5, 1–10. https://doi.org/10.1017/S1461145701002681

Nordahl, T.E., Benkelfat, C., Semple, W.E., Gross, M., King, A.C., & Cohen, R.M. (1998). Cerebral glucose metabolic rates in obsessive compulsive disorder.
Neuropsychopharmacology,
2, 23–28. https://doi.org/10.1016/S0925-4927(99)00040-2

Does the United States- through the TSA and CBP- have the right to conduct pragmatic searches

Peer Response HSE 400

Johnathan:
Scenario: You are arriving at an airport and you are confronted with the new biometrics identification system. 

·
Is the process of using biometrics identification system violating your Fourth Amendment rights?

There has been heavy debate over whether or not biometrics violate Fourth Amendment rights. One argument is that biometrics can be utilized remotely and secretly by government authorities. However, in this scenario, biometrics are mostly used to determine if any suspects in an investigation are entering an area or around a scene of a crime. Furthermore, they are also used to identify persons of interest entering into the country at the border and in Airports such as known terrorists. So, in this case, I would say they are not violating Fourth Amendment rights as they are just ensuring the safety of public airlines. 

·
What if you are a foreign national, does that make a difference in the possible rights violations?

I think this just makes the usage of biometrics that much more important in this scenario so that they can confirm I am not on any watchlist or suspect list and that I am just someone visiting the country and pose no threat to national security by matching my face to any known terrorist lists. 

·
Does the United States- through the TSA and CBP- have the right to conduct pragmatic searches (search without having to show probable cause)?

They do this is what is known as the border search exception to the Fourth Amendment which allows law enforcement officers to conduct searches without the need for probable cause, a warrant, or even reasonable suspicion. 

·
What would be your recommendation to better protect the United States from possible terrorist attacks through the air if biometrics is found to be unconstitutional?

My recommendation, if biometrics were found to be unconstitutional, is to simply increase security in Airports worldwide to better detect suspicious activity in or around the airport. Secondly, I would recommend the use of canines being used in airports worldwide that have been specifically trained to be able to detect explosives. 
Works Cited

Detection canine program person-borne IED initiative fact sheet and video. S&T Detection Canine Program Person-Borne IED Initiative Fact Sheet and Video | Homeland Security. (n.d.).

https://www.dhs.gov/publication/canine-explosives-detection-program#:~:text=Canines%20can%20be%20trained%20to,as%20sitting%20or%20lying%20quietly

. Facial recognition: Potential and risk. (n.d.).

https://www.rpc.senate.gov/policy-papers/facial-recognition-potential-and-risk

U.S. Customs and Border Protection’s powers and limitations: A Primer. (n.d.-g). https://crsreports.congress.gov/product/pdf/lsb/lsb10559.

Tanika:
Fourth Amendment Rights: Citizens of the United States are safeguarded by the Constitution’s Fourth Amendment, which outlaws’ unlawful searches and seizures. The appropriateness of a biometric identification system at an airport is a key factor in determining whether or not it violates the Fourth Amendment. It is common practice for courts to balance an individual’s right to privacy against the state’s responsibility to protect the public’s health, safety, and welfare.

Foreign National Rights: Just because someone is a foreign national does not mean they are no longer entitled to the protections of the Fourth Amendment. However, at U.S. borders and points of entry (including airports), the “border search exception” to the Fourth Amendment applies. In the interest of managing foreign business and securing its borders, the government is permitted to conduct routine searches without a warrant.

TSA and CBP Rights: Airport security personnel from the TSA and CBP are not required to have probable cause to perform random bag checks. Reasons for this include the “border search exception” and the need for heightened airport security.

Recommendation if Biometrics is Unconstitutional: In the event that biometrics are ruled unconstitutional, other options include bolstering existing screening and vetting procedures, investing in more sophisticated scanning equipment, deploying canine units for explosives detection, and increasing national and international intelligence sharing. Risks can be greatly mitigated by concerted effort and data-driven methods without intruding on individual liberties.

Source: U.S. Constitution, Fourth Amendment, and related court interpretations. 
(United States Courts, 2020)

Reference:

United States Courts. (2020). 
What Does the Fourth Amendment Mean? United States Courts. 
https://www.uscourts.gov/about-federal-courts/educational-resources/about-educational-outreach/activity-resources/what-does-0#:~:text=The%20Constitution%2C%20through%20the%20Fourth

Must be 100 words

See Rubric for Details

Identify a health care safety problem that needs improvement and describes the problem in detail using creative liberty or with specific examples.

· Present a five-minute PowerPoint presentation with voice over to introduce your patient safety issue, the supporting research, and possible intervention.
RUBRICS
1, Identify a health care safety problem that needs to be improved. Identify a health care safety problem that needs improvement and describes the problem in detail using creative liberty or with specific examples.
2, Document two external sources from literature of evidence that support the need for change. Discusses external sources that support the need for change that are from literature. Explains how source is directly related to the patient safety issue.
3, Describe why this health care safety problem is a concern to stakeholders, patients, or community members and should be an organizational priority. Describes why the health care safety problem is a high priority and is of significant concern to stakeholders, patients, or community members and provides specific examples.
4, Explain your desired patient outcomes and the potential impact of the quality improvement project. Describes the desired state for an intervention in a health care setting and explains the impact of the quality improvement project with at least one citation from literature to support impact.
5, Conduct a professional presentation using well designed slides and slide notes. Conducts a professional presentation using well designed slides and slide notes. Speaks with confidence and explains the issue and intervention without too much jargon.
6, Apply APA formatting to in-text citations and references. Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.
Introduction
Evidence-based practice (EBP) is the process of searching for, appraising, and integrating the most relevant, best research evidence to answer a clinical question or address a health care challenge. The best research evidence is weighed along with patient preferences and values, organizational data, and professional expertise. For this assessment, you will learn about each of the six steps of EBP in detail and acquire a working knowledge about EBP as a problem-solving approach used in many health care settings.
Of note, there are many published processes regarding the steps of EBP. Some processes have more steps and some have fewer. However, the fundamental concepts are the same. For the purposes of organization, we will use the six step EBP process below in the courseroom:
1. Ask the clinical question.
2. Acquire the best evidence.
3. Apprise the evidence.
4. Implement the evidence.
5. Evaluating the outcomes.
6. Disseminate findings.
Introduction
The purpose of this assessment is to identify your patient safety issue and further explain how the safety issue was identified, the impact on safety, and/or descriptions of the problem from clinical experts within your institution. Your goal is to identify internal resources or do a “needs assessment.” The internal resources will not require citation/references. You are welcome to draw from personal experiences and use creative liberty to make your case from an internal perspective.
Scenario
Throughout the course, we will focus on a patient safety issue of your choice and work through all six steps of the evidence-based practice (EBP) process. The first step is to “Ask the burning clinical question in PICOT format,” which you will find later in this assessment in the section titled “Mastering the First Step in EBP: PICOT.”
Now, let’s imagine that you are the Director of Clinical Operations and Nursing Excellence at a major metropolitan medical center encompassing many entities, including hospitals and outpatient medical centers. You report directly to the Chief Nursing Officer and serve as the front-line leader for clinical operations, including serving as a clinical resource for all nursing staff levels in both the acute-care and ambulatory settings.
It is your responsibility to ensure that the best practices and protocols are implanted throughout the medical center. Your primary goals are to focus on problems in health care safety and how to solve them with evidence-based interventions as a quality improvement (EBP/QI) project.
Instructions
Present a 5-minute PowerPoint presentation with voice over to introduce your patient safety issue, the supporting research, and possible intervention, using the following steps:
7. Consider patient safety issues that you have heard about in your practice, the medical field, the media, or your coursework. Select a patient safety issue to research throughout this course.
7. Explain the patient safety issue that needs improvement.
7. Describe the problem in detail using creative liberty or give specific examples of the issue in practice.
8. Locate and review two examples of internal or practice site sources of evidence that support the need for change to address the patient safety issue.
8. Describe how the sources were obtained, including a timeframe or number of patients involved.
8. The internal resources will NOT require citations and references.
9. Locate and review two sources of evidence that the safety issue exists outside of your institution.
9. We call these external resources. This information can come from peer-reviewed literature, clinical practice guidelines, consensus statements, local or national databases, national organizations, Joint Commission, and/or hospital compare (CMS). The external resources will require citations and references.
9. Utilize Capella library resources to guide your research, including the library guide and an appointment with a librarian.
9. Explain how these literature resources support the need for change related to the patient safety issue.
9. Describe how each source is directly related to the patient safety issue.
10. Determine the organizational priority by describing why this patient care safety problem is of significant concern to stakeholders, patients, or community members. Give specific examples.
11. Describe your desired patient outcomes from a proposed intervention and the potential impact of the quality improvement project. Use at least one citation from literature to support the intervention.
12. Again, the patient safety issue and intervention or interventions identified for this assessment will also be used for all the assessments in this course, so take a look at those assessments now. Ensure the problem and interventions you select will work for the other four assessments.
13. Create 10-12 slides that reflect the issue you have selected, the evidence, and the possible interventions. You may use the following headings for your slides:
13. Title.
1. Name, course information.
13. Presentation Outline.
13. Patient Safety Issue.
13. Internal Evidence of Patient Safety Issue.
13. External Evidence of Patient Safety Issue.
13. Organizational Priority for Intervention.
6. Describe why problem is significant to stakeholders and give specific examples.
13. Propose a Quality Improvement Project.
7. Describe interventions and desired patient outcomes and potential organizational impact.
7. Include at least one citation from literature to support proposal.
13. References.
14. Record voice over for your slide presentation using PowerPoint features or Kaltura.
15. Submit PowerPoint slide deck with slide notes in PDF or Microsoft Word format and a video recording of your 5-minute presentation.
Additional Requirements
. 10-12 PowerPoint slides with slide notes.
. Five minute voice over recording of presentation slides.
. Minimum two external resources.
. Reference slide with APA citations.
. Submit slide deck, slide notes, and video recording.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
. Competency 1: Apply the steps of the evidence based practice process to a health care challenge.
. Identify a health care safety problem that needs to be improved.
. Describe why this health care safety problem is a concern to stakeholders, patients, or community members and should be an organizational priority.
. Explain your desired patient outcomes and the potential impact of the quality improvement project.
. Competency 5: Interpret the results and practical significance of health care data analyses in the evidence based practice process.
. Document two external sources from literature of evidence that support the need for change.
. Competency 6: Produce original written work, in compliance with the Capella Writing Standards, which is a creative synthesis of information from credible sources.
. Conduct a professional presentation using well designed slides and slide notes.
. Apply APA formatting to in-text citations and references.
·

Explain strategies for managing human and financial resources to promote organizational health.

Introduction

The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a shared vision and team goals (Mulvale et al., 2016). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.
You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

Demonstration of Proficiency

· Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
· Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
· Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
· Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
· Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
· Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
· Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
· Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Reference

Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. 
BMC Family Practice, 
17.

Professional Context

This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

Scenario

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.

Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.

Instructions

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.
The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.
Using the 
Interdisciplinary Plan Proposal Template [DOCX]
 Download Interdisciplinary Plan Proposal Template [DOCX]will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
· Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
· Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
· Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.

Provide health care information and reinforce established teaching plans for patients.

PNSG 1514

Teaching Plan Assignment

Outcome Two: Provide health care information and reinforce established teaching plans for patients.

Instructions:

1. Students will work in groups of 2 on a topic from the approved list for which you will create a teaching plan.
2. Create a teaching plan to meet the assigned learning need, utilizing the template presented. This must include at least three (3) written objectives.
3. Present the teaching plan in post-clinical on the date assigned by your instructor.
4. Evaluate the patient’s (peer) learning. Each teaching plan must include a method for evaluation. (Quiz, Survey, Q&A) in addition to using the “teach back” method.
5. Include at least one sample of your teaching materials. This may be a pre-printed pamphlet or handout or maybe something you have created such as a handout, poster board, outline, or slides.
6. Must cite at least 2 professional resources (related to the teaching topic) other than the textbooks used for class. One resource may include a pamphlet or material used as teaching materials.
7. Submit all elements for grading.
8. A copy of the evaluation method(s) must be submitted with the teaching plan along with clear plan to evaluate learning.
Grading Rubric:

To be successful:

Points

Assessment and Analysis
· Learning needs and topic clearly identified
· Possible learning barriers identified
· Relevance based on the assessment discussed
· Setting, learner(s) specific needs identified
· Overall goal(s) identified

2

Design
· Content organized
· At least 3 written objectives, written appropriately
· Objectives properly relate to the overall goal

2

Development
· Format/strategy and medium utilized are identified and relate to the topic goal
· Clearly describes the implementation process

2

Evaluation
· “Teach Back” method utilized (how it is utilized is clearly outlined) as one evaluation method.
· Utilizes a second method of evaluation with criteria

2

References
· At least 2 resources
· Cited and referenced properly in APA

2

Submitted for grading: Total
· Completed teaching plan template
· Evaluation method(s)
· Teaching material(s) (pamphlet, outline, handout)

10

Teaching Plan Template

Lesson Plan Title:

Setting:

Learner:

Learning Barriers:

Overall Goal: The patient and/or family will…

Objectives: After completion of this learning session, the patient and/or family will:

1.
2.
3.

Topic:

Strategy:

Medium:

Evaluation:

1. Teach back method utilized…
2. Second Evaluation Tool utilized…
Kelly, Patricia. (2012).
Nursing Leadership & Management ( 3rd ed.). Clifton Park: Delmar.

Sample Staff Lesson Plan

Kelly, Patricia. (2012).
Nursing Leadership & Management ( 3rd ed.). Clifton Park: Delmar.

Lesson Plan Title: Stroke Management

Setting: 4th floor stroke unit

Learner: 4th floor unit staff

Overall Goal: The staff on the 4th floor will verbalize knowledge of stroke management.

Objectives: After completion of this session, the staff will:

1. Verbalize a definition of a stroke.
1. Identify the signs and symptoms of stroke.
1. Discuss prevention and treatment of stroke.

Topic: Stroke management. In this lesson the staff will receive the following information:

Definition of stroke: A decrease in the blood supply of the brain due to bleeding or a blood clot. This results in loss of function of the affected parts of the body.

Signs and symptoms of stroke: Loss of muscle tone, headaches, dizziness, tingling in the arms and legs, numbness, vision disturbances or temporary blindness in one eye, confusion, faintness, loss of consciousness, slurred speech, or inability to talk.

Causes: Stroke is caused by bleeding or a blood clot that causes decreased blood flow to the brain.

Prevention: Exercise daily, do not smoke, check blood pressure regularly, follow a recommended diet, daily aspirin may help.

Treatment: Thrombolytics, anticoagulants, and/or aspirin, physical therapy, speech therapy, and so on.

Strategy: PowerPoint presentation

Medium: Handouts – Stroke Management

Evaluation: Provide a five-question true or false quiz to staff members – they must obtain a score of 80% or better.

Evaluation tool for stroke management: Mark the correct answer.

T F 1. A stroke is a temporary increase in blood supply to the brain.
T F 2. Numbness and tingling is a symptom of a stroke.
T F 3. A stroke can be caused by full blockage of a small artery in the brain.
T F 4. One way to avoid a stroke is to avoid smoking.
T F 5. Two medications that may be prescribed for a stroke patient are aspirin and Coumadin.
Minnesota State Community & Technical College
© PNSG 1514
8.2023
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What would be the first pediatric policy that you would recommend? Please provide a rationale for your selection

This discussion will explore two components of appropriate health care for pediatric patients: health policy and cultural competence.
To create your initial post to this discussion forum, complete the following steps.
Step 1: Choose ONE of the following prompts to discuss:

Imagine that you are a nurse lobbyist at the legislature in your state, with a specific focus on child and teen health. The children in this state encompass a broad range of social determinants of health. You are asked to recommend state-wide health policies to improve the health of this population, along with corresponding engagement strategies to reach nurses in the state.

What would be the first pediatric policy that you would recommend? Please provide a rationale for your selection
How can you effectively reach nurses to encourage their action to promote the policy?
What are one or more reasons why many nurses do not engage in lobbying efforts?

Describe a pediatric patient and/or their family members that  you have cared for who is deemed by healthcare professionals to be ‘difficult’.

To what extent do you think that cultural factors, e.g. beliefs, values and customs common to a group, might have been implicated in this situation?
What are one or more barriers to culturally competent care that are specific to the nurse relationship with pediatric patients?
List at least one strategy that a nurse can employ to overcome barrier(s) to cultural competence with pediatric patients.

Step 2: Post your answer to your chosen prompt to the discussion forum.
 In addition to your original post, be sure to provide a meaningful response to at least two of your peers’ posts by Friday night at 11:59pm Mountain Time.  Read other students’ initial postings and respond to at least two other students.  Expand on their comments to progress the discussion.
Your initial post should be 2-3 paragraphs long and follow the requirements outlined in the discussion rubric. Please add to the discussion in your peer responses with informative responses, instead of posts similar to “great idea! I really agree with you.”   The initial post and the peer responses have different deadlines. Make sure that your discussion adheres to these deadlines.
APA guidelines and plagiarism prevention matter in discussion posts just like with other scholarly assignments. Cite all references appropriately using APA format.

How can you effectively reach nurses to encourage their action to promote the policy?

Need help with my Business question – I’m studying for my class. Take a position on Mission Statements:Select a mission statement of your choice. Discuss whether it meets the  criteria of effective mission statements as discussed in Chapter two. Discuss if the mission statement is effective. Discuss how you might change it if it is not. Mission Statements are critical to a successful marketing organization versus Mission Statements rarely provide useful marketing value. Support your arguments. Provide examples. CHAPTER SUMMARY & STUDY GUIDE 1. The value delivery process includes choosing (or identifying), providing (or delivering), and communicating superior value. The value chain is a tool for identifying key activities that create value and costs in a specific business.2. Strong companies develop superior capabilities in managing core business processes such as new-product realization, inventory management, and customer acquisition and retention. In today’s marketing environment, managing these core processes effectively means creating a marketing network in which the company works closely with all parties in the production and distribution chain, from suppliers of raw materials to retail distributors. Companies no longer compete—marketing networks do.3. Market-oriented strategic planning is the managerial process of developing and maintaining a viable fit between the organization’s objectives, skills, and resources and its changing market opportunities. The aim of strategic planning is to shape the company’s businesses and products so they yield target profits and growth. Strategic planning takes place at four levels: corporate, division, business unit, and product.4. The corporate strategy establishes the framework within which the divisions and business units prepare their strategic plans. Setting a corporate strategy means defining the corporate mission, establishing strategic business units (SBUs), assigning resources to each, and assessing growth opportunities.5. Marketers should define a business or business unit as a customer-satisfying process. Taking this view can reveal additional growth opportunities.6. Strategic planning for individual businesses includes defining the business mission, analyzing external opportunities and threats, analyzing internal strengths and weaknesses, formulating goals, formulating strategy, formulating supporting programs, implementing the programs, and gathering feedback and exercising control.7.Each product level within a business unit must develop a marketing plan for achieving its goals. The marketing plan is one of the most important outputs of the marketing process.

Discussion module 6 | Accounting homework help

For this discussion, you will first read the following articles and watch the following video. 
Article: How Google Motivates Their Employees With Rewards and PerksEmployers such as Google are going to great lengths to provide extrinsic and intrinsic motivators to keep their employees engaged, create a motivating culture, and attract the best talent. 
Article: How Good Are Your Motivation Skills?Read this article and take the self-assessment on key factors for building a motivated team. The results of your self-assessment can assist you with the discussion question for this module and provide a good overview on your motivation skills. This article supplements the textbook reading for this module. 
Library Article: Power Is the Great MotivatorThis article, from the Harvard Business Review, describes the different ways managers may be motivated and how these motivations align with an organization’s goals.
Harvard Business Publishing does not allow direct linking to articles in the Harvard Business Review from course management systems. To locate the article, begin with the Shapiro Library database Business Source Ultimate. Type in the title of the article using the quotation marks “Power is the Great Motivator”. The article by David C. McClelland will appear and click on the PDF Full Text to read, download or print the article. This article supplements the textbook reading for this module. As you read the article, consider the following:
What are the motivational factors for a manager from a personal and organizational level?What motivational techniques can a manager use to manage and lead?Consider which of the three motivational categories you might fall into.
Video: The Puzzle of MotivationThis TED Talk by Dan Pink challenges the traditional system of rewards and incentives and offers a different viewpoint that managers should consider related to intrinsic and extrinsic motivators. This video supplements the textbook reading for this module. 
Next, imagine that you are a manager of a start-up company with limited cash and resources. In your initial post, describe the types of motivators that you might employ as you develop your culture and attract good talent to your company. Explain why you have selected these motivators. 
In responding to your peers, comment on the motivators they might employ. Offer suggestions based on your own experience or based on research.
ARTICLES:
How Google Motivates their Employees: https://discover.hubpages.com/business/How-Google-Motivates-their-Employees-with-Rewards-and-Perks
How Good Are your Motivation Skills: https://www.mindtools.com/ab6fpvx/how-good-are-your-motivation-skills
VIDEOS: https://www.ted.com/talks/dan_pink_the_puzzle_of_motivation

Discuss how one can manage Chronic Pain Case in a patient.

Instructions: Week 3 Case Study
A 78-year-old male patient comes to your office complaining of increased left knee pain for the past 3 to 4 months. He has had no history of recent injury. An x-ray done less than 4 months ago showed degenerative osteoarthritic changes. He has full range of motion and denies any recent swelling, pedal edema, or discoloration. He has been a long-distance runner for many years and was diagnosed with osteoarthritis of his left knee more than 10 years ago. He has decreased his weekly running, but the pain is persistent and is affecting his daily activities. He has been using over-the-counter NSAIDs on and off, but states they are no longer working and wants something “stronger.” His vital signs are all normal and he has no history of fever, chills, or rashes. He is otherwise healthy.
Which medications do you feel would be safe and appropriate for this patient’s chronic pain?
What education would you provide when prescribing pain medication for this patient?

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

Instructions: Week 3 Case Study
A 78-year-old male patient comes to your office complaining of increased left knee pain for the past 3 to 4 months. He has had no history of recent injury. An x-ray done less than 4 months ago showed degenerative osteoarthritic changes. He has full range of motion and denies any recent swelling, pedal edema, or discoloration. He has been a long-distance runner for many years and was diagnosed with osteoarthritis of his left knee more than 10 years ago. He has decreased his weekly running, but the pain is persistent and is affecting his daily activities. He has been using over-the-counter NSAIDs on and off, but states they are no longer working and wants something “stronger.” His vital signs are all normal and he has no history of fever, chills, or rashes. He is otherwise healthy.
Which medications do you feel would be safe and appropriate for this patient’s chronic pain?
What education would you provide when prescribing pain medication for this patient?

. Do not write who you are in the answer.