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  • [Solved] Lorem, ipsum

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    – ## Unit2AssignmentTemplate.docx – ## SLTAssignment.docx **## Unit2AssignmentTemplate.docx** **Using Social Learning Theory to Frame Emergency Preparedness Interventions** **Cognitive Factor Intervention** **Determines** **Human** **Behavior** **Environmental Factor Intervention Behavioral Factor I…

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    Assignment Prompt & Instructions

    – ## Unit2AssignmentTemplate.docx

    – ## SLTAssignment.docx

    **## Unit2AssignmentTemplate.docx**

    **Using Social Learning Theory to Frame Emergency Preparedness Interventions**

    **Cognitive Factor Intervention**

    **Determines**

    **Human**

    **Behavior**

    **Environmental Factor Intervention Behavioral Factor Intervention**

    **Behavioral Factor Intervention**

    ****References****

    **## SLTAssignment.docx**

    You are a nurse leader in a community that is prone to natural disasters (e.g. Oklahoma – ‘tornado alley’, the Gulf Coast – ‘hurricane hot spot’, California – ‘raging inferno’, etc.).

    You are part of a community collaborative effort to develop a community emergency preparedness ‘tool kit’.

    Practicing in an advanced nursing role, you look for a model to help guide your design efforts. After exploring the theoretical literature, you determine that Social Learning Theory (SLT) – encompassing Cognitive Factors, Behavioral Factors, Environmental Factors – can be used to inform development of the ‘tool kit’.

    **Instructions:**

    Construct the assignment using the attached template.

    For each of the 3 'factor' domains of SLT you will develop an intervention/strategy for the 'tool kit'.

    Provide a rationale that demonstrates the linkage between your intervention and the factor domain for which you developed it. In other words, provide an explanation as to how your selected intervention/strategy is a cognitive, environmental, or behavioral approach.

    You will need to provide at least 1 reference from a scholarly resource as support for each identified intervention/strategy.

    NOTE: considering that each of the interventions is in a different factor domain there should be a unique reference for each intervention/strategy – meaning a single reference for all 3 interventions/strategies does not demonstrate graduate level scholarship.

    Understand that it is highly likely that you will either need to enlarge the domain topic boxes in the template to provide sufficient information about the intervention/strategy you identified; OR you can consider adding a page between the first page of the template and the References page where you can provide depth to the discussion.

    Keep in mind that the depth of the discussion, supported by scholarly resources, needs to demonstrate graduate level scholarship.

    Estimated time to complete is 4 to 6 hours.

    Submit your assignment into the dropbox by 11:59pm on Sunday that ends this academic week.

    Assignment Resources

    ·
    [Unit 2 Assignment Template](https://herzing.instructure.com/courses/49988/files/12724624?wrap=1) [Download Unit 2 Assignment Template](https://herzing.instructure.com/courses/49988/files/12724624/download?download_frd=1)

    ·
    [Social learning theory: An HC3 Research Primer.Links to an external site.](https://www.healthcommcapacity.org/wp-content/uploads/2014/09/SocialLearningTheory.pdf)

    · Emergency Communication Preparedness Implementation Kit. (2020).
    [Social cognitive learning theory – emergency communication preparedness implementation kit.Links to an external site.](https://sbccimplementationkits.org/sbcc-in-emergencies/social-cognitive-learning-theory/) Emergency Communication Preparedness Implementation Kit – Social and Behavior Change Communication for Emergency Preparedness Implementation Kit.

    **## SLTAssignment.docx**

    You are a nurse leader in a community that is prone to natural disasters (e.g. Oklahoma – ‘tornado alley’, the Gulf Coast – ‘hurricane hot spot’, California – ‘raging inferno’, etc.).

    You are part of a community collaborative effort to develop a community emergency preparedness ‘tool kit’.

    Practicing in an advanced nursing role, you look for a model to help guide your design efforts. After exploring the theoretical literature, you determine that Social Learning Theory (SLT) – encompassing Cognitive Factors, Behavioral Factors, Environmental Factors – can be used to inform development of the ‘tool kit’.

    **Instructions:**

    Construct the assignment using the attached template.

    For each of the 3 'factor' domains of SLT you will develop an intervention/strategy for the 'tool kit'.

    Provide a rationale that demonstrates the linkage between your intervention and the factor domain for which you developed it. In other words, provide an explanation as to how your selected intervention/strategy is a cognitive, environmental, or behavioral approach.

    You will need to provide at least 1 reference from a scholarly resource as support for each identified intervention/strategy.

    NOTE: considering that each of the interventions is in a different factor domain there should be a unique reference for each intervention/strategy – meaning a single reference for all 3 interventions/strategies does not demonstrate graduate level scholarship.

    Understand that it is highly likely that you will either need to enlarge the domain topic boxes in the template to provide sufficient information about the intervention/strategy you identified; OR you can consider adding a page between the first page of the template and the References page where you can provide depth to the discussion.

    Keep in mind that the depth of the discussion, supported by scholarly resources, needs to demonstrate graduate level scholarship.

    Estimated time to complete is 4 to 6 hours.

    Submit your assignment into the dropbox by 11:59pm on Sunday that ends this academic week.

    Assignment Resources

    ·
    [Unit 2 Assignment Template](https://herzing.instructure.com/courses/49988/files/12724624?wrap=1) [Download Unit 2 Assignment Template](https://herzing.instructure.com/courses/49988/files/12724624/download?download_frd=1)

    ·
    [Social learning theory: An HC3 Research Primer.Links to an external site.](https://www.healthcommcapacity.org/wp-content/uploads/2014/09/SocialLearningTheory.pdf)

    · Emergency Communication Preparedness Implementation Kit. (2020).
    [Social cognitive learning theory – emergency communication preparedness implementation kit.Links to an external site.](https://sbccimplementationkits.org/sbcc-in-emergencies/social-cognitive-learning-theory/) Emergency Communication Preparedness Implementation Kit – Social and Behavior Change Communication for Emergency Preparedness Implementation Kit.

    **## Unit2AssignmentTemplate.docx**

    **Using Social Learning Theory to Frame Emergency Preparedness Interventions**

    **Cognitive Factor Intervention**

    **Determines**

    **Human**

    **Behavior**

    **Environmental Factor Intervention Behavioral Factor Intervention**

    **Behavioral Factor Intervention**

    ****References****

    **## SLTAssignment.docx**

    You are a nurse leader in a community that is prone to natural disasters (e.g. Oklahoma – ‘tornado alley’, the Gulf Coast – ‘hurricane hot spot’, California – ‘raging inferno’, etc.).

    You are part of a community collaborative effort to develop a community emergency preparedness ‘tool kit’.

    Practicing in an advanced nursing role, you look for a model to help guide your design efforts. After exploring the theoretical literature, you determine that Social Learning Theory (SLT) – encompassing Cognitive Factors, Behavioral Factors, Environmental Factors – can be used to inform development of the ‘tool kit’.

    **Instructions:**

    Construct the assignment using the attached template.

    For each of the 3 'factor' domains of SLT you will develop an intervention/strategy for the 'tool kit'.

    Provide a rationale that demonstrates the linkage between your intervention and the factor domain for which you developed it. In other words, provide an explanation as to how your selected intervention/strategy is a cognitive, environmental, or behavioral approach.

    You will need to provide at least 1 reference from a scholarly resource as support for each identified intervention/strategy.

    NOTE: considering that each of the interventions is in a different factor domain there should be a unique reference for each intervention/strategy – meaning a single reference for all 3 interventions/strategies does not demonstrate graduate level scholarship.

    Understand that it is highly likely that you will either need to enlarge the domain topic boxes in the template to provide sufficient information about the intervention/strategy you identified; OR you can consider adding a page between the first page of the template and the References page where you can provide depth to the discussion.

    Keep in mind that the depth of the discussion, supported by scholarly resources, needs to demonstrate graduate level scholarship.

    Estimated time to complete is 4 to 6 hours.

    Submit your assignment into the dropbox by 11:59pm on Sunday that ends this academic week.

    Assignment Resources

    ·
    [Unit 2 Assignment Template](https://herzing.instructure.com/courses/49988/files/12724624?wrap=1) [Download Unit 2 Assignment Template](https://herzing.instructure.com/courses/49988/files/12724624/download?download_frd=1)

    ·
    [Social learning theory: An HC3 Research Primer.Links to an external site.](https://www.healthcommcapacity.org/wp-content/uploads/2014/09/SocialLearningTheory.pdf)

    · Emergency Communication Preparedness Implementation Kit. (2020).
    [Social cognitive learning theory – emergency communication preparedness implementation kit.Links to an external site.](https://sbccimplementationkits.org/sbcc-in-emergencies/social-cognitive-learning-theory/) Emergency Communication Preparedness Implementation Kit – Social and Behavior Change Communication for Emergency Preparedness Implementation Kit.

    **## Unit2AssignmentTemplate.docx**

    **Using Social Learning Theory to Frame Emergency Preparedness Interventions**

    **Cognitive Factor Intervention**

    **Determines**

    **Human**

    **Behavior**

    **Environmental Factor Intervention Behavioral Factor Intervention**

    **Behavioral Factor Intervention**

    ****References****

    **## SLTAssignment.docx**

    You are a nurse leader in a community that is prone to natural disasters (e.g. Oklahoma – ‘tornado alley’, the Gulf Coast – ‘hurricane hot spot’, California – ‘raging inferno’, etc.).

    You are part of a community collaborative effort to develop a community emergency preparedness ‘tool kit’.

    Practicing in an advanced nursing role, you look for a model to help guide your design efforts. After exploring the theoretical literature, you determine that Social Learning Theory (SLT) – encompassing Cognitive Factors, Behavioral Factors, Environmental Factors – can be used to inform development of the ‘tool kit’.

    **Instructions:**

    Construct the assignment using the attached template.

    For each of the 3 'factor' domains of SLT you will develop an intervention/strategy for the 'tool kit'.

    Provide a rationale that demonstrates the linkage between your intervention and the factor domain for which you developed it. In other words, provide an explanation as to how your selected intervention/strategy is a cognitive, environmental, or behavioral approach.

    You will need to provide at least 1 reference from a scholarly resource as support for each identified intervention/strategy.

    NOTE: considering that each of the interventions is in a different factor domain there should be a unique reference for each intervention/strategy – meaning a single reference for all 3 interventions/strategies does not demonstrate graduate level scholarship.

    Understand that it is highly likely that you will either need to enlarge the domain topic boxes in the template to provide sufficient information about the intervention/strategy you identified; OR you can consider adding a page between the first page of the template and the References page where you can provide depth to the discussion.

    Keep in mind that the depth of the discussion, supported by scholarly resources, needs to demonstrate graduate level scholarship.

    Estimated time to complete is 4 to 6 hours.

    Submit your assignment into the dropbox by 11:59pm on Sunday that ends this academic week.

    Assignment Resources

    ·
    [Unit 2 Assignment Template](https://herzing.instructure.com/courses/49988/files/12724624?wrap=1) [Download Unit 2 Assignment Template](https://herzing.instructure.com/courses/49988/files/12724624/download?download_frd=1)

    ·
    [Social learning theory: An HC3 Research Primer.Links to an external site.](https://www.healthcommcapacity.org/wp-content/uploads/2014/09/SocialLearningTheory.pdf)

    · Emergency Communication Preparedness Implementation Kit. (2020).
    [Social cognitive learning theory – emergency communication preparedness implementation kit.Links to an external site.](https://sbccimplementationkits.org/sbcc-in-emergencies/social-cognitive-learning-theory/) Emergency Communication Preparedness Implementation Kit – Social and Behavior Change Communication for Emergency Preparedness Implementation Kit.

    – 1
    – 2

  • [Solved] AG CL D3 R

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  • [Solved] Help

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  • [Solved] advanced pathophysiology

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  • [Solved] ecg

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  • [Solved] assign1

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    – ## ClinicalSkillsandProceduresSelfinstructions.docx **## ClinicalSkillsandProceduresSelfinstructions.docx** Clinical Skills and Procedures Self-Assessment ![A person filling a survey Description automatically generated](https://www.sweetstudy.com/questions/assign1-20952017)Before embarking on any …

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    Assignment Prompt & Instructions

    – ## ClinicalSkillsandProceduresSelfinstructions.docx

    **## ClinicalSkillsandProceduresSelfinstructions.docx**

    Clinical Skills and Procedures Self-Assessment

    ![A person filling a survey Description automatically generated](https://www.sweetstudy.com/questions/assign1-20952017)Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself “What do I
    _already_ know? What do I
    _need_ to know? And what do I
    _want_ to know?” This critical self-reflection is especially important for developing clinical skills, such as those for advanced practice nursing.

    The FNP Clinical Skills List and Resource Review document, provided in the Learning Resources, can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all of the necessary skills you should demonstrate during your practicum courses. The FNP Procedure List and Resource Review contains a list of procedures you may have an opportunity to perform at your practicum site. As you perform the procedures (as applicable), record them at the bottom of the list and have your preceptor sign off on it.

    For this Assignment, you assess where you are now in your clinical skill development and make plans for your practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills and procedures.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/196538/modules/items/8325425)

    **To prepare:**

    · Review the resources and clinical skills in the FNP Clinical Skills List and Resource Review document and the FNP Procedures List and Resource Review document. It is recommended that you print out these documents to serve as a guide throughout your practicum.

    · Download the Clinical Skills and Procedures Self-Assessment Form to complete this Assignment.

    **Assignment**

    Using the Clinical Skills and Procedures Self-Assessment Form:

    · Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form.

    · Based on your ratings, summarize your strengths and opportunities for improvement.

    · Based on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form.

    **\*\* YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER.  You may include previous practicum objectives; however, you still must have 3 new objectives for your current course.**

    By Day 7

    Submit your completed Clinical Skills and Procedures Self-Assessment Form.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK1Assgn2+last name+first initial.**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **PRAC_6568_Week1_Assignment2_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6568_Week1_Assignment2_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeRate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form. | **25 to >22.0 ptsExcellent** The response provides ratings for all procedures on the form.<br> <br>**22 to >19.5 ptsGood** The response provides ratings for most of the procedures on the form.<br> <br>**19.5 to >17.0 ptsFair** The response provides ratings for some of the procedures on the form.<br> <br>**17 to >0 ptsPoor** The response provides ratings for only a few procedures on the form, or ratings are missing. | 25 pts |
    | This criterion is linked to a Learning OutcomeBased on your ratings, summarize your strengths and opportunities for improvement. | **30 to >26.0 ptsExcellent** The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.<br> <br>**26 to >23.0 ptsGood** The response provides an accurate summary of both the strengths and opportunities for improvement.<br> <br>**23 to >20.0 ptsFair** The response provides a vague and/or inaccurate summary of both the strengths and opportunities for improvement.<br> <br>**20 to >0 ptsPoor** A summary of both the strengths and opportunities for improvement is incomplete or missing. | 30 pts |
    | This criterion is linked to a Learning OutcomeBased on your self-assessment and theory of nursing practice, develop three to four (3–4) goals and objectives for this Practicum experience. Include them on the designated area of the form. | **30 to >26.0 ptsExcellent** The response provides three to four (3–4) clear and appropriate goals and objectives for the practicum experience.<br> <br>**26 to >23.0 ptsGood** The response provides three to four (3–4) appropriate goals and objectives for the practicum experience.<br> <br>**23 to >20.0 ptsFair** The response provides three to four (3–4) somewhat unclear or inappropriate goals and objectives for the practicum experience.<br> <br>**20 to >0 ptsPoor** The response provides fewer than three goals and objectives for the practicum experience, and/or goals and objectives are unclear, inappropriate, or missing. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**4 to >3.5 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**3.5 to >3.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**3 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or conclusion was provided. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Student uses correct grammar, mechanics, and proper punctuation. | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains one or two (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.5 ptsGood** Contains one or two (1 or 2) APA format errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

    Total Points: 100

    [Previous](https://waldenu.instructure.com/courses/196538/modules/items/8325412)

    [Next](https://waldenu.instructure.com/courses/196538/modules/items/8325418)

    ## image1.jpeg

    **## ClinicalSkillsandProceduresSelfinstructions.docx**

    Clinical Skills and Procedures Self-Assessment

    ![A person filling a survey Description automatically generated](https://www.sweetstudy.com/questions/assign1-20952017)Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself “What do I
    _already_ know? What do I
    _need_ to know? And what do I
    _want_ to know?” This critical self-reflection is especially important for developing clinical skills, such as those for advanced practice nursing.

    The FNP Clinical Skills List and Resource Review document, provided in the Learning Resources, can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all of the necessary skills you should demonstrate during your practicum courses. The FNP Procedure List and Resource Review contains a list of procedures you may have an opportunity to perform at your practicum site. As you perform the procedures (as applicable), record them at the bottom of the list and have your preceptor sign off on it.

    For this Assignment, you assess where you are now in your clinical skill development and make plans for your practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills and procedures.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/196538/modules/items/8325425)

    **To prepare:**

    · Review the resources and clinical skills in the FNP Clinical Skills List and Resource Review document and the FNP Procedures List and Resource Review document. It is recommended that you print out these documents to serve as a guide throughout your practicum.

    · Download the Clinical Skills and Procedures Self-Assessment Form to complete this Assignment.

    **Assignment**

    Using the Clinical Skills and Procedures Self-Assessment Form:

    · Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form.

    · Based on your ratings, summarize your strengths and opportunities for improvement.

    · Based on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form.

    **\*\* YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER.  You may include previous practicum objectives; however, you still must have 3 new objectives for your current course.**

    By Day 7

    Submit your completed Clinical Skills and Procedures Self-Assessment Form.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK1Assgn2+last name+first initial.**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **PRAC_6568_Week1_Assignment2_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6568_Week1_Assignment2_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeRate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form. | **25 to >22.0 ptsExcellent** The response provides ratings for all procedures on the form.<br> <br>**22 to >19.5 ptsGood** The response provides ratings for most of the procedures on the form.<br> <br>**19.5 to >17.0 ptsFair** The response provides ratings for some of the procedures on the form.<br> <br>**17 to >0 ptsPoor** The response provides ratings for only a few procedures on the form, or ratings are missing. | 25 pts |
    | This criterion is linked to a Learning OutcomeBased on your ratings, summarize your strengths and opportunities for improvement. | **30 to >26.0 ptsExcellent** The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.<br> <br>**26 to >23.0 ptsGood** The response provides an accurate summary of both the strengths and opportunities for improvement.<br> <br>**23 to >20.0 ptsFair** The response provides a vague and/or inaccurate summary of both the strengths and opportunities for improvement.<br> <br>**20 to >0 ptsPoor** A summary of both the strengths and opportunities for improvement is incomplete or missing. | 30 pts |
    | This criterion is linked to a Learning OutcomeBased on your self-assessment and theory of nursing practice, develop three to four (3–4) goals and objectives for this Practicum experience. Include them on the designated area of the form. | **30 to >26.0 ptsExcellent** The response provides three to four (3–4) clear and appropriate goals and objectives for the practicum experience.<br> <br>**26 to >23.0 ptsGood** The response provides three to four (3–4) appropriate goals and objectives for the practicum experience.<br> <br>**23 to >20.0 ptsFair** The response provides three to four (3–4) somewhat unclear or inappropriate goals and objectives for the practicum experience.<br> <br>**20 to >0 ptsPoor** The response provides fewer than three goals and objectives for the practicum experience, and/or goals and objectives are unclear, inappropriate, or missing. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**4 to >3.5 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**3.5 to >3.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**3 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or conclusion was provided. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Student uses correct grammar, mechanics, and proper punctuation. | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains one or two (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.5 ptsGood** Contains one or two (1 or 2) APA format errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

    Total Points: 100

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    [Next](https://waldenu.instructure.com/courses/196538/modules/items/8325418)

    ## image1.jpeg

  • [Solved] gastrointestinal

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  • [Solved] peer response

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    I need a response to this discussion post. I will post the discussion that needs a response, then I will place the rubric and instructions below: Disscusion post: Given the information provided in the case study, I believe this individual suffers from Sickle cell disease (SCD). According to Rare Dis…

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    I need a response to this discussion post. I will post the discussion that needs a response, then I will place the rubric and instructions below:
    Disscusion post: Given the information provided in the case study, I believe this individual suffers from Sickle cell disease (SCD).  According to Rare Disease Advisor, SCD is an autosomal mutation of the hemoglobin chain on chromosome 11 that causes red blood cells to be misshapen and occurs mostly in non-Hispanic Black individuals (Habet, n.d., p. 1).  I came to this conclusion after losing at the peripheral smear of the blood sample provided that showed sickled cells, target cells, and Howell-Jolly bodies which are hallmarks of sickle cell disease with splenic injury along with the patient’s complaint of severe pain with multiple episodes reported over the last year.
    **Genetic mutations associated with SCD**
    SCD is a genetic mutation in and of itself, however there are a few genetic mutation types of SCD.  “The most prevalent types of sickle cell disease are sickle cell anemia, sickle cell-thalassemia disease, and sickle cell-HbC disease” (Rogers, 2023, p. 997).  Each of these disorders are considered autosomal recessive disorders that affect the hemoglobin cell causing it to be mishappen.
    **Presenting Symptoms**
    Within the case study provided, the patient presents with complaints of severe pain that started in his legs and has gone to his back with no known trauma.  The patient reports that he has had similar episodes of the same over the past year that were associated with dehydration or infection.  These are pertinent symptoms to SCD because the “sickling process is an occasional intermittent phenomenon that can be triggered by stressors such as decreased oxygen tension of the blood, acidosis, increased plasma osmolality, decreased plasma volume, and low temperature” (Rogers, 2023, p. 997).  The sickled shape of the hemoglobin molecule causes microvascular occlusion which results in pain for the patient.  When the patient describes his previous episodes there is a stressor identified that would start the sickle cascade and then would result in pain as the sickle cells cause the microvascular occlusions.
    **Pathophysiology of SCD**
    As stated previously, SCD is a genetic recessive condition involving the hemoglobin molecule.  “Sickle cell disease (SCD) is caused by a mutation in the gene that encodes the beta-globin chain of the hemoglobin molecule. This mutation results in the formation of sickle hemoglobin (HbS), which has the unique feature of polymerizing on deoxygenation.1 Because of a single base-pair point mutation (GAG to GTG) in the beta-globin gene, the amino acid glutamic acid (which is hydrophilic) is replaced by valine (which is hydrophobic) at position 6 of the beta-globin molecule, resulting in the formation of HbS” (Habet, n.d., section 8).
    **Disease and disease progression**
    In evaluating the blood work provided for this case study there are many things that are concerning related to sickle cell disease.  The patient presents with decreased hemoglobin and hematocrit, significantly below normal levels.  This can indicate that the patient has anemia and given the peripheral smear results it can be thought that the patient may be Sickle cell anemia which is the most severe form of SCD.  He also has an elevated WBC count which may be indicative of an infection, which can be the stressor the body needs to start the sickle cell cascade that may result in the cause of the patient’s pain.  He also has an elevated bilirubin which can be indicative of liver damage.  Also, the presence of Howell-Jolly bodies in the peripheral smear is indicative of splenic damage with SCD.  With this information I would conclude that this patient has a severe form of SCD that has started to cause significant organ damage which means that the disease is progressing to cause irreversible damage to the patient's organs.
    **References**
    Habet, K. (n.d.). _Sickle cell disease_. Rare Disease Advisor. Retrieved November 26, 2025, from [https://www.rarediseaseadvisor.com/hcp-resource/sickle-cell-disease-histology/Links to an external site.](https://www.rarediseaseadvisor.com/hcp-resource/sickle-cell-disease-histology/)
    Rogers, J. (2023). _Mccance & huether's pathophysiology the biologic basis for disease in adults and children_ (9th ed.). Elsevier.
    Rubric: Main Posting
    **50** **to >44.0** **ptsExcellentAnswers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. … Supported by at least three current, credible sources. … Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.**
    **44** **to >39.0** **ptsGoodResponds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. … At least 75% of post has exceptional depth and breadth. … Supported by at least three credible sources. … Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.**
    **39** **to >34.0** **ptsFairResponds to some of the Discussion question(s). … One or two criteria are not addressed or are superficially addressed. … Is somewhat lacking reflection and critical analysis and synthesis. … Somewhat represents knowledge gained from the course readings for the module. … Post is cited with two credible sources. … Written somewhat concisely; may contain more than two spelling or grammatical errors. … Contains some APA formatting errors.**
    **34** **to >0** **ptsPoorDoes not respond to the Discussion question(s) adequately. … Lacks depth or superficially addresses criteria. … Lacks reflection and critical analysis and synthesis. … Does not represent knowledge gained from the course readings for the module. … Contains only one or no credible sources. … Not written clearly or concisely. … Contains more than two spelling or grammatical errors. … Does not adhere to current APA manual writing rules and style.**
    50 pts
    This criterion is linked to a Learning OutcomeMain Post: Timeliness
    **10** **to >0.0** **ptsExcellentPosts main post by Day 3.**
    **0** **ptsFairN/A**
    **0** **ptsGoodN/A**
    **0** **ptsPoorDoes not post main post by Day 3.**
    10 pts
    This criterion is linked to a Learning OutcomeFirst Response
    **18** **to >16.0** **ptsExcellentResponse exhibits synthesis, critical thinking, and application to practice settings. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of Learning Objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.**
    **16** **to >14.0** **ptsGoodResponse exhibits critical thinking and application to practice settings. … Communication is professional and respectful to colleagues. … Responses to faculty questions are 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.**
    **14** **to >12.0** **ptsFairResponse is on topic and may have some depth. … Responses posted in the Discussion may lack effective professional communication. … Responses to faculty questions are somewhat answered, if posed. … Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.**
    **12** **to >0** **ptsPoorResponse may not be on topic and lacks depth. … Responses posted in the Discussion lack effective professional communication. … Responses to faculty questions are missing. … No credible sources are cited.**
    18 pts
    This criterion is linked to a Learning OutcomeSecond Response
    **17** **to >15.0** **ptsExcellentResponse exhibits synthesis, critical thinking, and application to practice settings. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of Learning Objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.**
    **15** **to >13.0** **ptsGoodResponse exhibits critical thinking and application to practice settings. … Communication is professional and respectful to colleagues. … Responses to faculty questions are 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.**
    **13** **to >11.0** **ptsFairResponse is on topic and may have some depth. … Responses posted in the Discussion may lack effective professional communication. … Responses to faculty questions are somewhat answered, if posed. … Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.**
    **11** **to >0** **ptsPoorResponse may not be on topic and lacks depth. … Responses posted in the Discussion lack effective professional communication. … Responses to faculty questions are missing. … No credible sources are cited.**
    17 pts
    This criterion is linked to a Learning OutcomeParticipation
    **5** **to >0.0** **ptsExcellentMeets requirements for participation by posting on 3 different days.**
    **0** **ptsFairN/A**
    **0** **ptsGoodN/A**
    **0** **ptsPoorDoes not meet requirements for participation by posting on 3 different days.**
    5 pts
    Total Points: 100
    You will follow the rubric pertaining to the second response.
    Instructions: **Read** a selection of your colleagues’ responses. **Respond** to **at least two** of your colleagues on **2 different days** and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not. Use at least 2 evidence based references. DOI's must be clickable.

  • [Solved] Healthcare Informatics

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    Describe and discuss challenges for the healthcare leader. – How does the leader rely on technology, informatics, and information systems to perform their role? – Synthesize available literature on leadership to form the basis for your discussion. – You should include **at least one reference outsid…

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    Assignment Prompt & Instructions

    Describe and discuss challenges for the healthcare leader.
    – How does the leader rely on technology, informatics, and information systems to perform their role?
    – Synthesize available literature on leadership to form the basis for your discussion.
    – You should include **at least one reference outside of what is provided in this course.**
    #### **Document Type/Template:**
    – Word Document
    – This assignment should be 2 pages (double spaced).
    – Include APA-style references to support your work.

  • [Solved] annotated

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    In-depth study guidance and analytical solution covering annotated.

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    Assignment Prompt & Instructions

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