(Anwers) NUR-FPX 4065-Assessment 5-Online Nursing Assignment Help
Description
For this assessment, you will develop the final care coordination strategy you based on your healthcare concern and population in Assessment 2 using best practices found in the literature.
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Introduction
This assessment builds on your initial care coordination infographic by providing an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for your selected healthcare problem.
Note: You are required to complete this assessment only after Assessments 2, 3, and 4 are successfully completed and you have permission from faculty to move forward.
Professional Context
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
Please watch the following brief video message for an overview of what to keep in mind as you complete your Care Coordination Strategy.
Preparation
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
In this assessment, you will evaluate the preliminary care coordination infographic you developed in Assessment 2 using best practices found in the literature.
To prepare for your assessment, you will research the literature on your selected healthcare problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the strategy based upon evidence-based practice and discuss how the strategy includes elements of Healthy People 2030.
Instructions
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Build on your preliminary care infographic and selected health concern and population and create a detailed comprehensive final care coordination strategy.
It is suggested that you use the following outline to organize your 5–7 page paper, including Level 1 and 2 section headings:
- Design patient-centered health interventions and timelines for your selected healthcare problem.
o Address three patient healthcare issues related to your selected healthcare problem and patient population. You can select a health problem from a Sentinel-U simulation.
o Example: Healthcare problem: Healthcare literacy related to vaccine misinformation (example-not required to use)
- Direct and indirect health and systemic impact issues related to vaccine hesitancy.
- Higher risk of morbidity and mortality.
- Higher risk of outbreaks and epidemics.
- Healthcare system burden.
o Design an intervention for each health issue.
o Identify three community resources for each health intervention.
o Establish timelines for implementing these interventions.
o Include evidence to support your ideas.
- Consider the ethical decisions in designing patient-centered health interventions for your selected healthcare problem.
o Include the ethical questions that generate uncertainty about the decisions you have made.
o Include evidence to support your ideas.
- Identify relevant health policy implications for the coordination and continuum of care of your selected healthcare problem and population.
o Cite specific health policy provisions.
o Include evidence to support your ideas.
- Describe the priorities a care coordinator would establish when discussing the plan with a patient and family members.
o Include evidence to support your ideas
- Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030.
o Clearly explain the need for the changes to the plan.
The requirements, outlined above correspond to the grading criteria in the Final Care Coordination Strategy scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Format and Length
- Write a 5–7 page APA-formatted scholarly paper (excluding title page and reference list).
- Include five evidence-based resources.
- Properly cite evidence throughout your paper. Visit the Bachelor of Nursing (BSN) Program Library Guide for help finding articles in the Capella library. Use Academic Writer for guidance in citing sources in proper APA style. See the Writing Center for more APA resources specific to your degree level.
Good luck with your care coordination plan!
Completion Checklist
Before you submit your assessment, take a moment to complete the following checklist to ensure your work is ready for submission:
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
- Competency 1: Create a patient centered strategy to achieve desired health outcomes.
o Design patient-centered health interventions and timelines for a selected healthcare problem.
o Describe priorities that a care coordinator would establish when discussing the plan with a patient and family members.
- Competency 2: Apply the code of ethics for nursing to care coordination decisions.
o Consider the ethical decisions in designing patient-centered health interventions for a selected healthcare problem, supporting ideas with the literature.
- Competency 3: Explain how health care policies affect the coordination of patient centered care.
o Identify relevant health policy implications for the coordination and continuum of care.
o Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030.
- Competency 5: Apply professional, scholarly communication strategies to lead patient centered care.
o Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
o Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
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Criterion 1
Design patient-centered health interventions and timelines for a selected healthcare problem.
Distinguished
Designs patient-centered health interventions and timelines for a selected healthcare problem that includes community resources.
Proficient
Designs patient-centered health interventions and timelines for a selected healthcare problem.
Basic
Designs patient-centered health intervention for a selected healthcare problem.
Non Performance
Does not design patient-centered health interventions and timelines for a selected healthcare problem.
Criterion 2
Consider the ethical decisions in designing patient-centered health interventions for a selected healthcare problem, supporting ideas with the literature.
Distinguished
Considers the ethical decisions in designing patient-centered health interventions for a selected healthcare problem, including ethical questions that generate uncertainty about the decisions made. Ideas are supported by the literature.
Proficient
Considers the ethical decisions in designing patient-centered health interventions for a selected healthcare problem, supporting ideas with the literature.
Basic
Considers ethical decisions.
Non Performance
Does not consider the ethical decisions in designing patient-centered health interventions for a selected healthcare problem or support ideas with the literature.
Criterion 3
Identify relevant health policy implications for the coordination and continuum of care.
Distinguished
Identifies relevant health policy implications for the coordination and continuum of care, based on accurate interpretations of policy provisions and supporting evidence.
Proficient
Identifies relevant health policy implications for the coordination and continuum of care.
Basic
Identifies health policy implications that are inconsistent with the goals and objectives for the coordination and continuum of care.
Non Performance
Does not identify relevant health policy implications for the coordination and continuum of care.
Criterion 4
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family members.
Distinguished
Describes priorities that a care coordinator would establish when discussing the plan with a patient and family members, including evidence to support ideas.
Proficient
Describes priorities that a care coordinator would establish when discussing the plan with a patient and family members.
Basic
Identifies priorities that a care coordinator would establish when discussing the plan with a patient and family members.
Non Performance
Does not describe priorities that a care coordinator would establish when discussing the plan with a patient and family members.
Criterion 5
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030.
Distinguished
Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030. Explains the need for changes to the plan.
Proficient
Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to Healthy People 2030.
Basic
Discusses evaluation but does not use the literature as a guide to compare learning session content with best practices, or does not include how to align teaching sessions to Healthy People 2030.
Non Performance
Does not use the literature on evaluation as a guide to compare learning session content with best practices, and does not include how to align teaching sessions to Healthy People 2030.
Criterion 6
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Distinguished
Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Correctly uses quotes and paraphrasing.
Proficient
Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Basic
Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.
Non Performance
Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.
Criterion 7
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Distinguished
Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and is free of spelling errors.
Proficient
Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Basic
Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.
Non Performance
Does not organize content for ideas. Lacks logical flow and smooth transitions.
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