APA format please follow the directions: APA format 1 page 3 references 

 

As a team, review the mission, vision, and philosophy that you created for your curriculum, as well as the overall need or goal that led to the focus of your curriculum. Then, begin to develop your end-of-program outcomes. Refer to the Appendix section titled “Writing Measurable End-of Program Outcomes” for authentic examples that can aid you in writing your outcomes.

Respond to each of the following in bullet or paragraph form during Week 7 of the course.

1. Create 8–10 end-of-program learning outcomes. For each learning outcome, identify the learning domain. Then, complete the following:

• Describe the competency level used for your learning outcomes. Justify the appropriateness of each learning verb.
• Explain how these learning outcomes align with the curriculum’s mission, vision, and philosophy as well as the needs of the learner.

 

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Need Powerpoint done.

Address the following Topics/Questions:

· How do licensure, accreditation, certification, and education (LACE) considerations differ for APN clinical roles for these three states: California, Washington, and Illinois? Provide evidence for your response.

· Discuss what evidence-based strategies should be implemented to achieve continuity between state regulatory boards? Provide evidence for your response.

· Is independent NP practice allowed in your state? Discuss your opinion regarding independent NP practice. Provide evidence for your response.

Presentation Guidelines: . .

· The presentation should contain appropriate scholarly evidence to support the information presented per APA format.

· PowerPoint slides should be used as cues to topics and key concepts without lengthy sentences and paragraphs- reading information from slides is not professional and therefore not acceptable. 

· Add speaker notes under each slide for presentation aspect. 

· A professional presentation includes an introduction both of yourself and of the topic, the touch points of information you’re going to discuss as well as a conclusion. A professional presentation should be covered in approx. 5-15 slides. 

· 12 pt font Times New Roman is the recommended font size/style. Slides should include bullet points you intend to cover, 4-5 bullet points per slide. The bullet points should be expanded upon with oral information. Direct quotes and paragraphs are discouraged. 

· The student’s oral presentation should demonstrate clear understanding of all concepts along with specific examples to represent concepts

 

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Week 2: Question for Discussion
Chapter 4 – Traditional Chinese
Chapter 5 –  Ayurvedic Medicine  

Question(s):   

Discuss Ayurvedic medicine (What is Ayurvedic medicine?). Explain the meaning of the word Ayurvedic. Do you see any value of Ayurvedic medicine in the United States nowdays? (Explain your answer). Would you integrate any of the Ayurveda practices into your practices while caring for patients.

Guidelines: The answer should be based on the knowledge obtained from reading the book, no just your opinion. If there are 4 questions in the discussion, you must answer the four of them. Your grade will be an average of the questions. 

 

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APA format 1 and half page 3 peer review references MSN degree

Due 9/8/18 4pm EST

 

Health History of a Native American Male

            Native American history is deeply imbedded in American history as they are the first known settlers to the America’s before the British came. However, faced with many challenges throughout history, these settlers, and their families have a unique history worth sharing. According to the website http://indianyouth.org/, the way of life of American Indians differs on each reservation which is many and varied around the United States of America. While there are differences, there are similarities among the American Indian community; Notably, the high poverty rate as there have been reports of up to 85% among tribes, stagnation educational growth, and communities reporting gainfully full-time males at about 33% (http://indianyouth.org/).

            As a 23-year old Native American male with a family history of diabetes, hypertension, and alcoholism which are modifiable at an early age with a change in lifestyle behaviors and diet. He is currently complaining of anxiety; while the reason for anxiety was not listed as one of the behaviors that he is concerning is his lifestyle which is smoking “pot” (marijuana) and drinking alcohol. According to the Center for Disease Control and Prevention (CDC) smoking marijuana and drinking alcohol can cause an altered thought process as the brain functionalities become impaired thus affecting mood hence the feeling of anxiety.

            With concerned presentation and lifestyle, spiritually has now become a displeasing factor for this patient as he believes illicit smoking drugs and drinking alcohol will bar him from heaven.  It may be safe to assume that the use of these drugs is not for medicinal purpose. According to Ball, Dains, Flynn, Solomon & Stewart (2015) Native American has a more holistic approach to life; Therefore, with this possible feeling of imbalance (anxiety) this male client may think he is being punished.

            It is important to understand that the world is a “melting pot” in that there are many different people from different ethnic and cultural background. Healthcare providers have to operate with the understanding that opinions, lifestyle, circumstances of others encountered are different. Therefore, non-judgmental and unbiased practices should be the goal (Bell et al. 2015 p.22).  Debiasi & Selleck (2017) reminds practicing nurse the importance of proving competent care to the patient through training and assessment as this is a strong self-analysis and the ability to make self-improvement.

Pertinent Questions to Ask in Building a Health History

How long have you been you “pot”?

How of often do you consume alcohol and home may drinks per day/weeks/month?

What is your employment status?

What age did you start drinking alcohol and smoking “pot’?

How can we help you?

            While there are many questions worth exploring, these are crucial questions that will give a greater understanding and knowledge of the patient health history and ways in which the provider can fully understand how to treat the patient. The final question allows the provider to determine if the patient would like to manage his anxiety; to stop smoking marijuana and drinking alcohol; or, both. Sometimes patient wants help with the symptoms and not cure. As the ball., et al. explained while we are there for the patient the goal is to work with the patient on their terms and not by force as forcing treatments can cause noncompliance and missed follow-up appointments.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to              physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Debiasi, L. B., & Selleck, C. S. (2017). CULTURAL COMPETENCE TRAINING FOR                         PRIMARY CARE NURSE PRACTITIONERS: AN INTERVENTION TO INCREASE CULTURALLY COMPETENT CARE. Journal 0f Cultural Diversity, 24(2), 39-45.

Marijuana and Public Health. Retrieved from https://www.cdc.gov/marijuana/health-effects.html

Running Strong for American Indian Youth http://indianyouth.org/

 

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APA format MSN degree 1 page with 3 references one from walden university library   Due March 8, 2019 at 7pm

 

Response need for below discussion:

            When deciding on curriculum changes/advancements or any new program/change, it is important to focus on both internal and external factors as well as do a needs assessment. These factors can either be positive or negative, and some factors faculty can control while others are out of the faculty’s control. Internal factors are those that are within the institution/clinic etc. and external factors are those that influence the change or development but are external (Keating & DeBoor, 2018). “In any dynamic organization, curriculum change is not a choice but a requirement” (Billings & Halstead, 2016, p. 73). Changes in curriculum or always needed to keep up to date with changes in the community, town, country, and world (Billings & Halstead, 2016).

            This week’s post is going to focus on the external factor: population demographics and trends. Before implementing any changes, it is important to know the characteristics of the population. It is important to know who the potential students will be and who the students will be taking care of once they graduate. Knowing whether there are adult learners or younger learners can help with curriculum advancements. Ethnicity, financial resources, and faculty availability are crucial to curriculum development (Keating & DeBoor, 2018).

            When I worked out west in a college in downtown Calgary, it was very clear based on patient demographics that ethnicity and financial resources were key factors to keep in mind when developing curriculum. Many of the students first language were not English, they had immigrated to Canada, and many had financial struggles. A lot of the students were nurses, pharmacists and even physicians in their home country. Cultural sensitivity will need to be taken into consideration with all changes/developments in the curriculum (Billings & Halstead, 2016). If students can’t afford to go to school or don’t have access to financial resources, they may not perform to their highest standard in school. I had students who came to clinical exhausted and who I had to send home for safety reasons. These students had to work multiple jobs to get by and provide for their family. A lot of these students also needed help with their English, and therefore the college had to take this into mind and make sure the resources were available for English tutoring. Calgary, in general, had a lot of minorities, and therefore these are the patients that the students will be taking care of when they graduate.

            The demographics of our population are rapidly shifting and “by 2030 it is estimated people age 65 and older will represent almost 20% of the total U.S. population” (Billings & Halstead, 2016, p.74). This means nurses need to be trained in chronic care and end of life care (Billings & Halstead, 2016). There will also be an increased need for home care. These statistics help nursing faculty to adjust the curriculum appropriately to make sure the newest generation of nurses is trained to help this population (University of Saint Mary, 2019).

 

References

Billings, D.M., & Halstead, J.A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.

Keating, S.B., & DeBoor, S.S. (Ed.). (2018). Curriculum development and evaluation in nursing (4th ed.). New York, NY: Springer.

University of Saint Mary. (2019). The impact of the aging population on nursing. Retrieved from https://online.stmary.edu/msn/resources/impact-of-aging-population-on-nursing

 

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